Evidence map›Paper›PMID 39255846›Full record

ArticleApplied clinical informatics2024

Partnering with Students to Develop a Capstone for a Graduate Health Informatics Program.

Rita Jezrawi, Stephanie Zahorka Derka, Elizabeth Warnick, Jasmine Foley, Vritti Patel, Neethu Pavithran, Thérèse Bernier, Nicole Wagner, Neil G Barr, Vincent Maccio and 2 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Applied clinical informatics, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

12 authors.

Rita JezrawiDepartment of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada.
Stephanie Zahorka DerkaDepartment of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada.
Elizabeth WarnickDepartment of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada.
Jasmine FoleyDepartment of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada.
Vritti PatelDepartment of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada.
Neethu PavithranDepartment of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada.
Thérèse BernierDepartment of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada.
Nicole WagnerInformation Systems, DeGroote School of Business, McMaster University, Hamilton, Ontario, Canada.
Neil G BarrHealth Policy and Management, DeGroote School of Business, McMaster University, Hamilton, Ontario, Canada.
Vincent MaccioDepartment of Computing and Software, Faculty of Engineering, McMaster University, Hamilton, Ontario, Canada.
Margaret LeylandStudent Experience, DeGroote School of Business, McMaster University, Hamilton, Ontario, Canada.
Cynthia LokkerDepartment of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

objectiveThis study aimed to assess the desirability, feasibility, and sustainability of integrating a project-based capstone course with the course-based curriculum of an interdisciplinary MSc Health Informatics program guided by a student-partnered steering committee and student-centered approach.

methodsWe conducted an online cross-sectional survey (

resultsMost students supported including a capstone project but desired an option to work independently or within a group. Students perceived several benefits to capstone courses while concerned over perceived challenges to capstone implementation, evaluation, and managing group processes. The themes identified were (1) professional development, identity, and career advancement, (2) emulating the real world and learning beyond the classroom, (3) embracing new, full-circle learning, (4) anticipated course structure, delivery, and preparation, (5) balancing student choice, interests, and priorities, and (6) concerns over group dynamics, limitations, and support.

conclusionThis study demonstrates the value of having students as partners at each stage in the process from methods conception to course curriculum design. With the steering committee and the curriculum developer, we codeveloped a student-centered course that integrates foundational digital health-related project knowledge acquisition with an inquiry-based project that can be completed independently or in small groups. This study demonstrates the potential benefits and challenges that health informatics educators may consider when (re)designing capstone courses.

Indexed as

CurriculumEducation, GraduateMedical InformaticsCross-Sectional StudiesFemaleFocus GroupsHumansMaleStudentsSurveys and Questionnaires

Identifiers

PMID39255846
PMCPMC11732519

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-ND
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.