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Students value project-based capstone courses in Health Informatics programs. Co-designing curricula with students ensures a student-centered approach, balancing individual needs with collaborative learning and professional development.

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Area of Science:

  • Health Informatics Education
  • Curriculum Design
  • Student-Centered Learning

Background:

  • Integrating project-based capstone courses into existing curricula is a common challenge.
  • Health Informatics programs require adaptable curricula to meet evolving industry demands.
  • Student input is crucial for developing relevant and effective educational experiences.

Purpose of the Study:

  • To evaluate the desirability, feasibility, and sustainability of a project-based capstone course in an MSc Health Informatics program.
  • To assess the impact of a student-partnered steering committee and student-centered approach on curriculum integration.
  • To identify student perspectives on benefits and challenges of capstone course implementation.

Main Methods:

  • An online cross-sectional survey of 87 health informatics students and alumni.
  • Three semistructured focus groups with 18 participants.
  • Descriptive analysis of survey data and inductive/classic analysis of focus group transcripts.

Main Results:

  • Students overwhelmingly supported capstone projects, preferring flexibility in individual or group work.
  • Key themes included professional development, real-world learning, and course structure.
  • Concerns were raised regarding implementation, evaluation, and group dynamics.

Conclusions:

  • Student partnership in curriculum design enhances the value and relevance of educational programs.
  • A co-developed, student-centered capstone course can integrate project knowledge with inquiry-based learning.
  • Educators can leverage these findings to optimize health informatics capstone course design.