Partnering with Students to Develop a Capstone for a Graduate Health Informatics Program
This 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.
Authors
- Margaret Leyland
- Vincent J. Maccio
- Cynthia Lokker (ORCID: https://orcid.org/0000-0003-2436-4290)
- Jasmine Foley (ORCID: https://orcid.org/0000-0001-7998-5372)
- T. Bernier (ORCID: https://orcid.org/0000-0003-0198-3654)
- Rita Jezrawi (ORCID: https://orcid.org/0000-0002-0013-7643)
- Neil G. Barr (ORCID: https://orcid.org/0000-0002-1032-9112)
- Nicole L. Wagner (ORCID: https://orcid.org/0009-0009-7598-3236)
- Neethu Pavithran (ORCID: https://orcid.org/0000-0001-6926-4520)
- Stephanie Zahorka Derka
- Elizabeth Warnick
- Vritti Patel
Institutions
- George Brown College (CA)
- Impact (CA)
- McMaster University (CA)
Publication Details
- Journal
- Applied Clinical Informatics
- Published
- 2024-09-10
- DOI
- https://doi.org/10.1055/a-2412-3535
- Citations
- 1
- Primary Topic
- Genetics, Bioinformatics, and Biomedical Research
- Type
- article
- Field-Weighted Citation Impact
- 0.23