capstone project guidelines

Master of Science in Biomedical Informatics

Preparing for your capstone project.

• The project is a degree requirement and is completed during the last three quarters of their program.
• Put into practice the knowledge and skills you have learned during your coursework.
• Expand your knowledge: work on a biomedical informatics research question, develop a health informatics solution, improve processes.
• Network with other health informatics professionals and organizations.

Capstone Goals

• Work on real world problems.
• Complete relevant research.
• Analyze and understand data from many sources.
• Improve organizational processes.
• Fine tune professional skillsets.
• Write a UChicago caliber academic paper.
• Effectively communicate and present your findings.

Capstone Course Sequence

• MSBI 39901 Capstone Proposal.
• MSBI 39902 Capstone Implementation.
• MSBI 39903 Capstone Writing & Presentation.
• All are 100-unit *remote* courses.
• Each course will have individual assignments and students are assessed quality grades.
• MSBI 39903 requires students to write an academic paper and presentation to summarize their Capstone research and results.

Registering for Capstone Proposal

• Students will begin the capstone experience in the last 3 quarters of their program.
• For full-time students, this means capstone projects start in their second quarter.
• Capstone Proposal is the first course in the three-course capstone sequence.
• Capstone Proposal is only offered in the Winter and Summer quarters.

Capstone Matching

• MScBMI Project Portfolio.
• Corporate Sponsored Projects.
• Academic Sponsored Projects.
• Sponsors submit proposals via project survey.
• Student Proposed Sponsored Projects.
• Independently proposed projects must have project sponsor.
• Student or sponsor must complete project survey.
• Students will be surveyed about their preferences and matched to a project at the beginning of the Winter/Summer quarter
• Project interest
• Required skillset
• Sponsor sign off
• Catalog projects will be assigned to two students, who will work as a team
• Team members must all adhere to the same capstone schedule
• The Capstone administrator/team will make a formal introduction between the matched sponsor and students
• Projects are then matched to Scientific Advisors based on Advisor expertise. Advisors may be MScBMI lecturers and other experts affiliated with the program.
• Project management
• Team members
• Project sponsors

Scientific Advisors

• Capstone Instructors
• Every capstone project is assigned two Scientific Advisors, a primary advisor and a secondary advisor.
• Both advisors grade the final paper and presentation, due in third Capstone course, MSBI 39903.
• Projects are matched to Scientific Advisors based on Advisor expertise.
• The Primary Advisor is the most hands-on advisor and main person who provides feedback, revision suggestions, and grades.
• Students should plan to meet with their Primary Advisor at least three times per quarter.
• The Secondary Advisor main role is to grade your primary assignments.
• Students should invite Secondary Advisor to meetings and meet with them at least once per quarter to keep them updated on your project's status and progress.

Student Expectations

• Capstone Student Guidance Document – review.
• Project partner
• Instructor(s)
• Use UChicago.edu email to communicate; check email and voicemail frequently
• Professionalism – you are representing not only yourself, but your team, MScBMI, University of Chicago
• Project team – project partner/teammate, sponsor(s), advisor(s)
• Instructors
• MScBMI administrative team

Student Agreement/Checklist

• Attended or watched recording of Capstone Overview Information Session
• Attended or watched recording of Capstone IRB Information Session
• Updated resume and uploaded to MSBI 39901 course Canvas site
• Completed CITI Training
• Set up AURA account for project IRB review – if necessary
• Will monitor UChicago.edu email account pre-quarter and during breaks
• Will fulfill all project guidelines. Commitment to work effectively with project team member to:
• Complete all class assignments and Capstone deliverables on time
• Fully document project scope and expectations with project sponsor
• Regularly meet each quarter with Capstone instructional team, sponsor, and scientific advisors to discuss project updates and any challenges
• Provide routine updates to sponsor and scientific advisors
• Escalate any issues immediately to instructional team
• Send final paper and PowerPoint presentation to sponsor and scientific advisors • Invite sponsor to capstone showcase
• Sponsor: Matthew Dapas, PhD, Northwestern University
• Sponsor: Omid Shabestari, MD, PhD, AbbVie
• Sponsors: Casey Rand, MS, Lurie Children’s Hospital
• Ankur Bhargava, MD, MPH, MS, UChicago Medicine
• Sponsors: Brigitte Anderson, MBA, MS, Orange Vista, LLC
• Terrance Walless, PT, DPT, MBA, Smyl Fitness Rx
• ​​​​​​​ Sponsor: Douglas Dirschl, MD, UChicago Medicine
• Sponsor: Lauren Wall, MS, UChicago Medicine
• Sponsor: Sharad Crosby, MS, Chicago Department of Public Health
• Sponsor: Alexander Pearson, MD, PhD, UChicago Medicine
• ​​​​​​​ Sponsor: David Beiser, MD, UChicago Medicine
• ​​​​​​​​​​​​​​ Sponsor: Sonia Hernandez, PhD, UChicago Medicine
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OT 769: Capstone Project and Experience Development - Review Option

• Process Outline
• Project Types
• Scoping & Viability
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Selecting Guidelines

You need (at least) two.

There are two main types of guideline/standards documents for evidence synthesis projects:

• Methods - How to conduct the project
• Reporting - How to write about the project transparently

You may also want to use a protocol template .

These guidelines are developed by research organizations for specific fields and types of review articles. Select the methodology and reporting guidelines that best match your project.

Methods Guidelines

Structure reviews.

There are no specific guidelines for structured reviews. A structured review adapts the process and guidelines of other review types for situations where resources or goals do not match the methodological expectations of the other review types.

Identify and review the methods guidelines for the review type (systematic or scoping) that best matches the structure you want to follow .

Additionally, some of these resources may be useful:

Systematic Review

Cochrane produces the premier guidelines for systematic reviews in the health sciences. However, their guidelines are very dense.

It is useful to start by looking at the Methodological Expectations of Cochrane Intervention Reviews (MECIR), which breaks the guidelines down into a table starting on page 10 . MECIR tables provide links back into the guidelines at the relevant section.

• Methodological Expectations of Cochrane Intervention Reviews (MECIR) This companion document for the Cochrane Handbook is structured as a table of the standards, their level of importance and rational, and links to the relevant section in the Cochrane Handbook. It links methods to reporting standards for Cochrane.
• Cochrane Handbook for Systematic Reviews of Interventions

Scoping Review

The main methods guidelines for scoping reviews is Chapter 11 of the JBI Evidence Synthesis manual. However, there are some excellent further documents from JBI to support and explain the process.

• Chapter 11: Scoping Reviews (2020 version). JBI Manual for Evidence Synthesis
• Recommendations for the extraction, analysis, and presentation of results in scoping reviews
• Updated methodological guidance for the conduct of scoping reviews

Reporting Guidelines

Prisma & prisma extensions.

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) are the most commonly used reporting guidelines. The PRISMA checklist and explanatory statements tell you what to write into the final manuscript in order to report the project transparently.

However, there are "extensions" that apply to specific review types or processes . Select all that apply!

PRISMA (Systematic Reviews)

Start with the PRISMA 2020 Checklist & use the Explanation and Elaboration (E&E) document to understand it and get examples of how to write each section.

• PRISMA - Preferred Reporting Items for Systematic Reviews and Meta-Analyses The premier guidelines for reporting systematic reviews and other evidence synthesis are the PRISMA guidelines.

PRISMA-ScR (Scoping Reviews)

Start with the Checklist & use the explanation and elaborations in the appendix of the statement to understand it and get examples of how to write each section.

• PRISMA - Scoping Reviews An extension of the PRISMA guidelines for reporting of scoping reviews . The explanations and examples can be found in the appendix of the Statement paper

PRISMA-P (Protocols)

NOTE: PRISMA-P is aligned to the systematic review process. For scoping reviews, use it along side the JBI recommendations for Scoping Review Protocols provided below.

Look at the  Checklist & use the Explanation and Elaboration (E&E) document to understand it and get examples of how to write each section.

• PRISMA - Protocol An extension of the PRISMA guidelines specifically for reporting in the protocol for a systematic review .
• Best practice guidance and reporting items for the development of scoping review protocols - JBI

PRISMA-S (Search Design reporting)

• PRISMA - Searching An extension of the PRISMA guidelines specifically for reporting the search process transparently.
• PRISMA-S: an extension to the PRISMA Statement for Reporting Literature Searches in Systematic Reviews Part 3 has the explanations and elaboration for the checklist.
• << Previous: Project Types
• Next: Templates >>

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Office of Institutional Diversity & Equity > Education > BUILD Diversity Certificate > Reflection Paper and Capstone Project Guidelines

LEVEL I: GUIDELINES FOR FINAL REFLECTION

Reflection formats differ depending upon learning styles. However, for the most part, a reflection paper cites your reactions, feelings, and analysis of your BUILD experience. This reflection will allow you to gain a deeper understanding of your values, goals, and actions in light of this program.

Paper Requirements:

The final paper should be approximately 3-5 pages long. If you have gone to workshops that included readings, feel free to integrate the material into your reflection. In addition, we hope that you will relate the content of the workshops to your observations of your environment, work, family, society, and yourself. We hope this reflection will focus and challenge you to consider the next steps in your DEI journey.

LEVEL II: THE CAPSTONE EXPERIENCE

The BUILD Diversity Certificate's capstone project is the culminating experience of the program. It is designed with the participant's specific goals to apply what they have learned in the workshops to their work and personal lives. The purpose of the capstone is to bring the participants' life experiences into the learning process.

This capstone project allows students the opportunity to explore a problem or issue of particular personal or professional interest and to address that problem. The project allows for the synthesis and application of knowledge and skills acquired through the BUILD workshops to real-life issues and problems.

This capstone project allows participants the opportunity to explore a problem or issue of particular personal or professional interest and to address that problem. The project is the synthesis and application of knowledge and skills acquired through the BUILD workshops to real-life issues and concerns.

• To provide participants with the opportunity to apply DEI knowledge and skills acquired through the program to a specific problem or issue.
• To allow participants to expand their learning into areas of personal interest, working with new ideas and issues, internal and/or external organizations, and individuals.
• To encourage participants to think critically and creatively about diversity, equity, and inclusion issues and further develop their analytical and ethical leadership skills necessary to address and solve issues of interest to them.

Outcomes: DePaul's commitment to diversity is stated in the university's mission and history.  DEI continues to be an important goal of the last two strategic plans, and operationalizing this commitment is evident by, among many other things, the creation of the BUILD program. Consistent with this mission and goals, participants of the capstone will:

• Apply conceptual foundations of organizational DEI
•  and best practices to a problem/issue of their choosing
• Think critically
• Communicate effectively
• Display a commitment to social and ethical responsibilities
• Display a commitment to leadership and service

LEVEL II: PROPOSAL REQUIREMENTS FOR BUILD CAPSTONE PROJECT

• Project Definition: Provide a one or two-sentence description that defines your project. Explain the big picture.
• Project Setting:  Provide the location and the “where" of your project. If it is appropriate, discuss any key agencies, departments, or parties involved. Is your project mainly analytical or investigative (e.g., analyzing an organization), or problem-solving (e.g., creating a diversity awareness project at your place of worship)?
• Project Rationale:  Why have you chosen this project? What is the problem or opportunity you see? What importance does this project have for you? How will it exemplify the BUILD goals?
• Project Objectives:  What are your goals and outcomes for this project? What are you going to acquire, accomplish, produce, and/or deliver? What are the specific and concrete, measurable objectives/accomplishments intended for your project?
• Project Methodology: How are you going to proceed? What research must you do to complete your goals for your project? Do you have a timeline? Who might be resources for you in this project? What do you need to learn before beginning? Project Examples:
• Setting up diversity training for your place of worship.
• Research the various diversity programs at the Department of Aging.
• Create a brown bag lunch symposium for your unit regarding a specific topic of diversity.
• Research current diversity “best practices" in nursing.
• Write a grant application for a DEI project.
• Analyze an existing DEI initiative.
• Write a program evaluation.​

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Capstone Project Guidelines

Currently, there are three ways to fulfill the capstone requirement for the Master of Arts with a concentration in International Development Studies:

• a grant proposal for a development project
• a comprehensive exam.

Program guidelines for each option are listed below.

• Grant Project
• Comprehensive Exam

M.A. Thesis Guidelines

The M.A. thesis consists of original research on a topic relevant to development studies. Thesis guidelines are published by the Center for International Studies (CIS) and must be followed by students wishing to complete a thesis in any program at the CIS.

For additional information, it is imperative that students download the CIS' Guidelines form. Download the form [PDF] .

The M.A. thesis must conform to University and Center for International Studies requirements found below:

• Committee. According to university rules, a thesis requires a three person advisory committee that includes a primary thesis director and two other faculty members. Often, one of the members of the advisory committee will be the Director of International Development Studies. The thesis director should be a faculty member with interest and expertise in the area to be researched. Students are responsible for identifying committee members and securing their agreement to serve in this capacity. Please note the students must have a tentative committee selected by the end of their second semester of study, generally spring semester of the student's first year. Although the committee members may be changed later, this is a CIS-wide regulation.
• Proposal. A proposal for the M.A. thesis outlining the problem, theory, and methods, must be approved by the student's advisor and committee prior to undertaking the research. The exact format of the proposal will be determined by the research director, but minimally should include a problem statement, literature review of past and related research, relevant theory, proposed methods, significance, timetable for conducting research and completing the thesis, and list of references. The decision to do a thesis should be determined during the first year of study, and a proposal should be approved by the student's committee by the end of the second semester and no later than the third semester of study.
• Human Subjects. All research that involves human subjects in any way, whether in the U.S. or abroad, requires prior Institutional Review Board (IRB) approval. See guidelines under the University IRB website ( https://www.ohio.edu/research/compliance ) for details.
• Dual Degree Option . Students must complete the capstone requirements for each of the two degree programs.

Grant Project Proposal Guidelines

Students who are not planning to continue their education at the doctoral level may opt for a more practical educational experience. The grant proposal track allows students to prepare to enter the workforce by developing a submission-quality grant proposal that may or may not be submitted to an actual organization. A committee of two or three faculty members must be chosen by the end of spring semester of the student's first year of study.

Grant proposals submitted to fulfill the capstone requirement must follow the guidelines below:

• Approach. While there is no one correct approach for a grant proposal, students are strongly urged to develop a proposal that is responsive to a real world development issue, request for proposals (RFP), or agency priority. The most desirable approach is to work with an agency or organization to write a proposal that will be submitted to a funding agency. Alternatively, students are encouraged to search for and respond to an RFP, following proposal guidelines. If a student opts to develop a project proposal that does not have an immediate sponsor or potential funding source, then the proposal must identify and follow a standard proposal format.
• Format. Proposal formats vary, and following the specifications of the RFP or the funding source is the primary requirement. However, all proposals, regardless of whether the guidelines specify these components are expected to minimally contain a problem statement, a relevant literature review, a methods or work plan, a budget, a timeline or timetable, and a qualifications section. If these components vary drastically from the specified format, prior approval to deviate must be secured from the Director. All proposals will be expected to have a literature review that considers relevant and related projects, research on the topic and project, and information about the setting of the project. There is no absolute page limit, but it is expected that the narrative (excluding tables, appendices, budgets, and other supplemental material) for a typical proposal will not exceed 25 pages, double spaced.
• Topic . The topic must be discussed, submitted in writing, and approved by the program director prior to completing the proposal.
• Guidance . Students are strongly encouraged to work closely with faculty familiar with the topic, methods, region, or approach in proposal development. The final proposal must be read and approved by three faculty or individuals with expertise in the area. These typically would be the Director of International Development Studies and two other faculty member or a development specialist selected with consent of the Director. All must sign the cover sheet of the final proposal.
• Presentations and Timetable . Completed proposals are to be presented to Development Studies students, usually during the fourth semester of study. Proposals cannot be scheduled for presentation until approved by the Director. Approval is secured by submitting hard copy of the completed proposal to the Director. Expect at least 2 weeks for the Director to read and respond to the proposal. After approval, and at least one week prior to proposal presentation, the student will send it by email attachment or by posting it on the program website to all students in the program. It is the student's responsibility to adequately plan work to meet deadlines and scheduling requirements. Presentations will take approximately 20 minutes, including time for the formal presentation and questions and discussion. All IDS students are expected to attend and critique presentations.
• Credit Hours . With permission from the faculty grant proposal chair, the student may enroll for up to five hours of independent study per semester; however, no more than a total of 5 independent study hours may count toward concentration electives. Grades of PR (progress) will be submitted until the project is completed; normally, a grade of CR (credit reported) will be given, but the committee does have the option of awarding a letter grade.

Comprehensive Exam Guidelines

IDS students have the third option of taking a comprehensive exam. This option is especially appropriate for students pursuing dual degrees, students wishing to complete the program in three semesters. Permission from the Program Director is required in order to fulfill the capstone requirement by means of taking a comprehensive exam.

The comprehensive exam consists of three focus areas corresponding to the International Development Studies curriculum:

• development core
• methods core
• concentration.

Note that professors for foundation courses (such as Pro-Seminar on Development and Economic World Geography) may be excellent choices for development core advisors. The following procedures outline the steps necessary to take the comprehensive exam:

• The comprehensive exam will be offered in each semester in which students in the program have indicated they want to take it during that specific semester. Generally, it will be given during the tenth week of the semester, with a total of four hours allotted for the exam.
• Select three faculty members who will provide guidance, a reading list, and exam questions. Faculty should be experts in the focus area for which they are responsible. The student and his or her comprehensive exam committee should fill out the Comprehensive Exam Faculty Selection form by the end of the spring semester of the first year.
• Submit a Comprehensive Exam Intent Form to the International Development Studies director during the second week of the semester in which the exam will be taken.
• Verify that committee members have submitted questions to the director before the fifth week of classes of the semester in which the exam will be taken.
• Appear at the designated time and place to take the exam.
• Comprehensive exam faculty will each prepare an interdisciplinary essay question that attempts to draw connections between the student's area of concentration and the faculty member's exam focus (development core, method core, or concentration). The faculty will submit their essay questions to the International Development Studies director by the fifth week of classes in which the exam is going to be taken.
• The International Development Studies director will prepare the comprehensive exam using the submitted questions. The student will generally be expected to respond to three essay prompts, including a two-hour concentration-focus essay, a one-hour development-focus essay and a one-hour methods-focus essay.
• Faculty members will comment on answers to their own questions, giving the student either a satisfactory or an unsatisfactory grade.
• Pass : If the student receives a satisfactory for all three sections of the comprehensive exam, he or she will receive a pass grade.
• No Pass: If the student receives an unsatisfactory in one or more sections of the comprehensive exam, he or she might receive a no pass grade. The student may retake the sections he or she did not pass one time only, at a date determined by the exam committee.
• Fail: If the student receives an unsatisfactory in all three sections, he or she will receive a fail grade. After completing additional remedial work determined by the examining committee, the student may retake the exam one time. Failure to pass the reexamination will result in the student being dropped from the program

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MIT’s Master of Applied Science in Data, Economics, and Design of Policy program adds a public policy track

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MIT’s Abdul Latif Jameel Poverty Action Lab (J-PAL) and Department of Economics have announced an expansion of their jointly administered Master of Applied Science in Data, Economics, and Design of Policy (DEDP) program . This expansion adds a new public policy track to complement the existing international development track, opening up new avenues for student learning and research. 

Designed to tackle poverty alleviation and other pressing policy challenges in the United States and other high-income countries, the curriculum of the new track spans a diverse set of issues, from domestic concerns like minimum wage and consumer welfare to global matters including trade, climate change, and immigration. Applications for the public policy track will open this fall, with the inaugural cohort set to arrive on MIT’s campus in spring 2026.

The DEDP program, led by MIT professors and Nobel laureates Abhijit Banerjee and Esther Duflo, along with professors Sara Fisher Ellison and Benjamin Olken, was established with the mission of equipping diverse cohorts of talented professionals with the knowledge and skills to tackle poverty using evidence-based approaches. The new master’s degree track will support this mission while also underscoring the program’s commitment to addressing a broad array of critical challenges in the fight against poverty worldwide.

"The DEDP program has proven successful on many dimensions, and we are enthusiastic about leveraging its successes to address a broader set of social challenges,” says Ellison, a faculty lead for the program. “The public policy track will enable us to apply evidence-based methodology to poverty alleviation and other related issues in the context of high-income countries, as well. Given increasing levels of wealth and income inequality in these countries, we feel that the timing is opportune and the need is great."

The DEDP program distinguishes itself with an innovative admissions model that prioritizes demonstrated ability and motivation over traditional credentials, such as standardized tests and recommendation letters. To be eligible to apply to the master’s program, candidates must have earned a DEDP MicroMasters credential by passing five of the DEDP online courses. The courses are completely free to audit. Those who wish to earn a course certificate can pay a fee, which varies by the learner’s ability to pay, to take the proctored exam. While applications are reviewed holistically, performance in these classes is the primary factor in admissions decisions.

This approach democratizes access to higher education, enabling students from typically underrepresented backgrounds to demonstrate their potential for success. Notably, the program has welcomed many students from nontraditional backgrounds, such as a student who enrolled directly from high school (and who is now a second-year PhD student in economics at MIT), reflecting the ambition of its faculty directors to make higher education more accessible.

Sofia Martinez, a graduate of the class of 2023 and now co-founder of Learning Alliance , says, "Without the MicroMasters paving the way, applying to MIT or any similar institution would have been unthinkable for us. Initially, my aim in taking the online courses wasn't to pursue the residential program; it was only after witnessing my own progress that I realized the possibility wasn't so distant after all. This sentiment resonates with many in our cohort, which is truly humbling.”

Since its launch in 2020, the DEDP master’s program has conferred degrees to 87 students from 44 countries, showcasing its global reach and the success of its admissions model. Upon arriving on campus, students embark on an accelerated master's program. They complete a full course load in the spring, followed by a capstone project in the summer, applying the theoretical knowledge and practical skills gained through the program at research and policy organizations.

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