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 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 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
  • A Foundation to Tackle Anything
  • Room to Spare

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Capstone Project

Capstone Project

The Capstone Project is a cornerstone of our program, offering students the chance to deeply engage with translational research topics they're passionate about. This endeavor spans the spectrum of therapeutics and diagnostics, including areas like drug therapy, vaccines, and gene therapy. It covers a wide array of research stages, from initial clinical translation to real-world application.

Time Commitment : Starting in the Winter Quarter and continuing through August 2025, students should plan for a minimum of 10 hours weekly on their project, with many dedicating more time to meet their objectives.

Projects may be laboratory-based (wet-lab or computational lab) or focus on clinical trials or regulatory aspects of translation. The culmination of the program includes a poster presentation and quarterly product development plan presentations. Unlike a thesis master's, the capstone emphasizes skill and knowledge application within a clinical context, supported by faculty mentorship and industry guidance.

Capstone Project Requirements

Areas of focus: Capstone projects should focus on therapeutics and/or diagnostics involving drug therapy and delivery, vaccines, immune measurements and therapy, or gene measurements and therapy, and can include a range of translational research activities from early-stage clinical translation (T0/T1) to preclinical optimization and validation (T2) to clinical validation and integration (T3) to implementation and dissemination in real-world settings (T4). The program is designed to equip students with the skills and knowledge necessary to navigate the complex and dynamic landscape of biomedical innovation and translation.

The capstone research project typically takes place within Stanford faculty research labs. However, working professionals (students who are already employed at local drug or biotech companies) have the option to conduct their capstone within their respective companies, benefiting from industry and academic mentorship.

Initiating a project:

Before officially starting M-TRAM studies in the Fall, students engage in in-depth discussions with the M-TRAM leadership team regarding their interests, career aspirations, and potential project concepts (between May to September. Through mutual agreement between the student and M-TRAM, efforts are made to identify and assign the most suitable capstone advisor based on alignment of interests and expertise.  

During the fall quarter, students dedicate time to engaging in thorough discussions with their advisors regarding potential research project ideas. They delve into in-depth reading and exploration of various concepts, aiming to refine and solidify their understanding of their potential projects. This period serves as a crucial phase for students to narrow down their focus and lay the groundwork for their capstone proposals.

By the end of the first quarter, students are required to present their capstone project proposal to the M-TRAM directors and other students in the program.

The proposal and capstone advisor must be approved by the M-TRAM Directors prior to the onset of the project.  

Goals of the capstone project:   The capstone project serves as a bridge between scientific innovation and real-world application, providing students with a hands-on experience in navigating the journey from idea conception to patient delivery. It's essentially an exercise in contextualizing scientific ideas within the broader landscape of healthcare, understanding where it fits in, and devising a strategic development plan for a therapeutic/diagnostic.

Throughout the capstone, students learn how to translate scientific concepts into actionable plans that address unmet medical needs and improve patient outcomes. This involves conducting thorough research to identify the clinical relevance and market potential of their ideas, as well as understanding the regulatory and commercial considerations involved in bringing them to fruition.By engaging in the capstone project, students gain valuable skills in strategic planning, market analysis, and stakeholder communication. They learn how to formulate a development plan that outlines the pathway from concept to commercialization, including key milestones, resource requirements, and risk management strategies.

Overall, the capstone project provides students with a comprehensive understanding of the process of biomedical innovation, equipping them with the knowledge and skills needed to drive meaningful change in healthcare.  

Capstone Committee: At the end of the first quarter, students designate a Capstone faculty advisor, and a technology advisor (this could be scientific mentor, such as a core director or a postdoctoral project mentor).  

Project timeline and progress: The student, M-TRAM directors and the Capstone advisors agree on a proposed timeline for completion. The Committee will review the proposal and offer guidance and monitoring throughout the project. During quarters two through four (Winter, Spring, Summer), students will meet regularly with their capstone advisors to discuss their progress. At the end of each quarter, student will present their progress to the M-TRAM directors and other students.

Capstone completion: Upon completion of the project, students will formally present their final results at the student research showcase in the beginning of September following their graduation. In addition to the poster, students will be required to present their capstone progress at the end of each quarter (December, March and May).

Capstone Project Proposal Guidelines

  • Student will regularly meet with the advisor(s) and M-TRAM leadership to monitor progress of their project and to provide advice and feedback
  • The culmination of the program includes a poster presentation at the M-TRAM Symposium (beginning of September after graduation) and quarterly product development plan presentations.
  • MTRAM will support each student's research with a research stipend of $3,500 (reagents, consumables, kits, services).


  • “ AI/machine learning enabled structure-based drug discovery. ”
  • Capstone advisor: Russ Altman, MD, Ph.D ., Kenneth Fong Professor of Bioengineering, Genetics, Medicine, Biomedical Data Science and (by courtesy) Computer Science), past chairman of the Bioengineering Department
  • “Pharmacological validation of clinically relevant cancer targets “
  • Capstone advisor: Nathanael Gray, MD, Ph.D ., Krishnan Shah Family Professor of Chemical and Systems Biology, Co-Lead of Medicinal Chemistry (IMA: Innovative Medicines Accelerator)


  • “Developing therapeutics for pulmonary arterial hypertension (PAH).”
  • Capstone advisor: Vinicio de Jesus Perez, MD , Associate Professor of Pulmonary and Critical Care Medicine


  • “Tumor infiltrating lymphocyte (TIL) therapy for solid tumors (melanoma)”
  • Capstone advisor: Allison Betof Warner, MD, PhD , Assistant Professor of Medicine (Oncology), Director of the Melanoma Program and Faculty Leader of the Melanoma|Cutaneous Oncology Clinical Research Group in the SCI-Cancer Clinical Trials Office


  • “Glycoproteomics based early cancer detection.”
  • Capstone advisor: Carolyn Bertozzi, PhD , Baker Family Director of Stanford Sarafan ChEM-H, Anne T. and Robert K. Bass Professor, School of Humanities and Sciences
  • Industry collaboration with InterVenn Biosciences (company)


  • "Anti-Myc cancer therapeutics"
  • Capstone advisor: Dean Felsher, MD, PhD , Professor of Medicine (Oncology) and of Pathology, TRAM Director, M-TRAM Faculty Director, Co-Director Cancer Nanotechnology Program, Department of Radiology, Stanford School of Medicine, Director of Admissions/Associate Director, Medical Scientist Training Program, Director of Advanced Residency Training Program, Stanford University School of Medicine, Co-Director of Spectrum KL2 Mentored Development Program, Stanford University, School of Medicine
  • "AI enabled drug discovery for breast cancer"
  • Capstone advisor: Christina Curtis, MD, PhD , Professor of Medicine, Genetics and Biomedical Data Science, Director of Artificial Intelligence and Cancer Genomics, Director - Breast Cancer Translational Research (Stanford Cancer Institute), Co-Director - Molecular Tumor Board, Stanford Cancer Institut


  • "T-reg cell immunotherapy for graft vs. host disease"
  • Capstone advisor: Everett Meyer, MD, Associate Professor of Medicine, Division of Blood & Marrow Transplantation and Cellular Therapy


  • " Developing a therapeutic for SMA (spital muscular atrophy) neurological disorder: computational analysis of clinical trial data"
  • Capstone advisor: Jacinda Sampson, MD, PhD, Clinical Professor of Neurology and Neurological Sciencies


  • "Immunotherapy for IBD (inflammatory bowel disease)"
  • Capstone advisor: Sidhartha Sinha, MD, Assistant Professor of Medicine (Gastroenterology and Hepatology), Director of Digital Health and Innovation, Division of Gastroenterology & Hepatology   


  • "Developing a therapeutic for infectious disease (malaria)"
  • Capstone advisor: Prasanna Jagannathan, MD , Assistant Professor of Medicine (Infectious Diseases) and of Microbiology and Immunology


  • "Drug repurposing for treatment of cardio valve disease"
  • Capstone advisor: Ian Chen, MD , Assistant Professor of Medicine (Cardiovascular Disease) and of Radiology (Veterans Affairs), Director, Translational Cardiovascular Research Laboratory, Veterans Affairs Palo Alto Health Care System, Director, VA/PAVIR Summer Research Program

Capstone Projects 2022-23

Chris aboujudom.

  • “ Development of Novel MYC-directed Anti-cancer Therapeutics ”
  • Capstone advisor: Dean Felsher, MD Ph.D ., Professor of Medicine (Oncology) and of Pathology, M-TRAM Program Director,


  • “Developing protocols for isolation and purification of MYC-derived cancer extracellular vesicles (EVs) for improved diagnosis and monitoring of cancer.“
  • Capstone advisor: Dean Felsher, MD Ph.D ., Professor of Medicine (Oncology) and of Pathology, M-TRAM Program Director


  • “Development of a combined cancer vaccine and immunotherapy (anti-PD-L1) delivery using dendritic cell-based microbubbles against triple-negative breast cancer”
  • Capstone advisor: Ramasamy Paulmurugan, PhD , Professor of Radiology, Molecular Imaging Program at Stanford
  • “Investigate the roles and therapeutic value of human anti-phagocytotic genes in augmenting CAR-T cell therapy”
  • Capstone advisor: Crystal Mackall, MD (Capstone Primary Advisor Faculty Mentor), Founding Director of the Stanford Center for Cancer Cell Therapy, Professor of Pediatrics and Medicine


  • "High-resolution proteomic profiling of aqueous humor liquid biopsies as a diagnostic and prognostic tool for choroidal melanoma"
  • Capstone advisor: Vinit Mahajan, MD, PhD , Professor of Ophthalmology, Vice Chair for Research (Ophthalmology)
  • Capstone advisor: Nima Aghaeepour, PhD , Associate Professor of Anesthesiology, Pediatrics and Biomedical Science

Applications portal is now closed  

For the 2024/2025 academic year, we will be accepting applications for 2025/26, in the fall of 2024..

Questions? Contact us! [email protected]

Important Dates

September 2024 to January 2024:

  • Applications accepted for 2025/26

December, 2024 (date tba):

  • M-TRAM info session webinar for prospective students 

January 15, 2025:

  • Applications are due for 2025/26

April, 2025:

  • Admission Decisions

Sept. 2025: (date tba)

  • M-TRAM research symposium and New Students Orientation (in person) - stay tuned for registration info

Sept. 22, 2025:

  • First day of classes at Stanford (M-TRAM program starts)

This is an image

Interested in Becoming an M-TRAM Industry Partner?

We welcome inquiries from biotechnology, pharmaceutical and other health care organizations interested in learning about opportunities to partner with M-TRAM: 

[email protected]

Table of Contents

What is a capstone project, importance of capstone project, purpose of capstone project, types of capstone projects, components of a capstone paper, capstone project vs thesis paper, capstone project: your gateway to professionalism.

Capstone Projects Explained: Start Your Journey!

A Capstone Project is where academia meets real-world impact. Crucial to any certification course or college degree educational program, it can take multiple structures but offers the same purpose. According to the International Journal of Higher Education, over 85% of universities and colleges worldwide now incorporate capstone projects into their curriculum, recognizing their unparalleled ability to bridge the gap between theoretical learning and practical application.

This project gives students a unique chance to perform independent research to develop innovative solutions to real-world problems. The scale and degree of this project can be tested, and it is also exceptionally fulfilling. The capstone project was last year's activity and is an essential part of helping students prepare for the world of professionalism.

For those wondering what is capstone, it is the final assignment that is to be completed by the students in the final year of their academic program. This project needs multiple scholarly exercises. 

This project includes multiple varieties of structures, which means that it can be submitted in multiple forms, including a paper, execution, film, or multimedia presentation. This project is similar to any college thesis.

These projects are crafted to boost the students' critical thinking, oral communication, teamwork abilities, research, and problem-solving skills. In addition, this project helps students understand the process of connecting with local areas and identifying significant problems, issues, and ideas. Some tasks even include experiences outside of school, such as scientific observations and interviews.

Along with various other significant factors, a capstone project expands the austerity of academic studies during the final year.

  • Capstone projects serve as a culmination of a student's academic journey. It requires them to draw upon knowledge and skills acquired throughout their studies. This integration of various disciplines provides a deeper understanding and appreciation of the interconnectedness of different subjects.
  • A capstone project also increases students' individual inspiration. Its activities require creative work on fascinating themes, boosting students' inspiration.
  • Through research, experimentation, and analysis, students develop essential problem-solving skills that employers across various industries highly seek.
  • Capstone projects are an amazing approach to display learning capability. These kinds of projects help youngsters decide their preparation and capability to represent what they have learned from the project.

The major purposes behind incorporating capstone projects for the students include the following:

Overall Students Development

The meaning of capstone is a stone placed on the highest point of a structure to complete its construction. Hence, a capstone project refers to the advancement of students through their course. This project helps students improve their public speaking, teamwork, relational abilities, planning, and handling challenging problems. Students explore multiple ideas and implement their abilities while performing this project. It also helps students encounter learning techniques, such as intentions, research, etc.

Hones Skills that are Highly in Demand by Employers

The capstone project includes a disciplined, working society, planning to implement certain skills that are highly valued by employers and align well with the students' careers. While entering your career field or proceeding with how you study, how you implement and boost your skills is important. With each task, you polish your skills eventually. Moreover, you also develop better skills with the length and complexity of the assigned capstone project. Working on a capstone project includes selecting valid, relevant, and correct information, and these activities make it essential to boost your critical thinking skills. For instance, a capstone project helps you enhance your communication skills, which will be essential when you appear for an interview.

Provides Valuable Practical Experience

Grabbing your dream job as soon as possible can be challenging because several jobs need practical experience. This is why all capstone projects offer the students practical and theoretical experience. As employers are constantly searching for candidates who are well-versed in the practical application of the learned information, the capstone project proves extremely beneficial for the students' careers. 

Prepare Yourself For the Outside World

The capstone project is structured to consolidate the student's previous years of learning with appropriate practical experience to help them build themselves into well-learned graduates. Students combine into small groups to develop creative answers for reasonable issues, all while learning the crucial experiences required in the responsibilities and demands of the real world.

Stand Competitive in the Job Market and Build an Attractive CV

When you undertake a capstone project, you represent to employers that you’re passionate about building essential skills and fundamental academic qualifications. Your dedication level is displayed when you invest effort and time in boosting your skills, gaining practical work experience, and working hard for the project. Moreover, by completing a capstone project, you stand out from other candidates when applying for a job. 

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There are multiple capstone project examples. Each student is assigned a capstone project that best suits their skills and degree. Each project requires the students to implement the best process of doing things and to be creative. Every capstone project is highly research-intensive and requires students to present their skills and implement strategies that help them understand things better, along with developing critical and analytical skills.

Applied Research Capstone Project

In the applied research capstone projects, the students collaborate with international partners to conduct research that connects borders. This idea is to research subjects about the global context to explore things happening around the world. This project aims to bring solutions that can bring improvement to the world.

Creative Capstone Research Project

A creative capstone project is a project where students come up with excellent ideas to explore. The main motive behind this project is that students must be forced to think creatively and out of the box by making the best use of their critical thinking abilities. This project results in receiving useful insights from students in different fields, which improves the situation in regard to practical implications.

Action Research Capstone Project

In an action research capstone project, students promote continuous improvement and learning in a particular field. These projects are usually performed in education, psychology, medicine, and other fields. The main motive is to promote research and invent new methods through continuous research about new topics that may have crucial implications for the world.

Traditional Capstone Project

A traditional capstone project is like a regular capstone project in which students perform in-depth research in the field in which they are studying. The main goal is to conduct research that allows you to explore the things you are studying. Hence, selecting the right research question is important. You must select something that you have an interest in, and that will provide you with in-depth insights.

A capstone project is like any other project, with the primary goal of providing you with practice and experience in your particular field. It allows for a broader range of methodologies, potentially incorporating experiential learning, case studies, or simulations.

The main components of a capstone paper are as follows:

  • Introduction
  • Literature review
  • Methodology
  • Recommendations

Many people believe that a thesis paper and a capstone project are similar; however, they are not. The thesis focuses more on an exploration-based approach to evaluate the students' capacities. On the other hand, a capstone project evaluates the type and status of the student. One similarity between a thesis and a capstone project is that both need project execution, data collection, and outcome. In a thesis, students are required to add new learnings and thoughts. However, in a capstone project, students must collect data and provide outcomes regarding their benefit or as per their formal education.

Undertaking a capstone project requires students to gather information, conduct interviews, and examine subjects. Moreover, the whole procedure, from starting to work on your paper to completing it, raises the value of your resume and demonstrates that you hold the inspiration and diligence to complete all capstone projects.

Moreover, it helps the students boost their project management, oral communication, examination, and critical thinking abilities when working on their capstone project. If you want to upscale new-age technologies and essential industry skills, enrolling in these programs would be a better start:

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Practice hands-on learning with Capstone Projects across various domains and build a profession you’ve always wanted!

1. What are the objectives of a Capstone Project?

The major objective of a capstone project is to produce original, high-quality work that contributes to the students' professional and academic development.

2. Who typically completes a Capstone Project?

A capstone project, which is a multi-faceted academic experience, is basically required for final-year students of an academic program to complete this project.

3. What disciplines require Capstone Projects?

Usually, Capstones are needed in programs, including practical learning and application of skills. These programs include business, computer, science, engineering, education, healthcare, and social sciences.

4. How long does a Capstone Project take to complete?

Completing a Capstone project might include a few beats or several months. Therefore, time management and project planning are essential to ensure that students can complete the project within the provided time frame.

5. How are Capstone Projects assessed?

The capstone project is assessed based on the capstone grading algorithm. An individual's grade is based on their team product development project performance (80%) and professional development (20%).

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School of Medicine Department of Family Medicine

Department of family medicine, scholarly projects.

As part of a fully integrated four-year residency, our residents complete an individual, longitudinal capstone project which requires sustained effort over the four years of residency. These projects provide residents with the opportunity to integrate and demonstrate their knowledge of a subject that interests them.

Upon completion, residents will have produced one of the following learning outcomes:

  • Development of a postgraduate medical education curriculum that is testable and can be implemented by our residency or in other educational settings.
  • A quality improvement intervention that can be reported in a publication that reflects the Standards for Quality Improvement Reporting Excellence (SQUIRE) publication guidelines.
  • A clinical or community-based research project that results in a peer-reviewed, publication-ready article.

Developing one of these three learning outcomes provides our residents another avenue for professional development and a means to contribute to the knowledge base of the  medical profession.

Examples of past capstone projects

  • “Feasibility of a Telemedicine Model for Inpatient Palliative Care Consults”
  • “Transgender Health Curriculum”
  • “The Effects of Psychosocial Adversity, Adult Attachment and Resilience on Health”
  • “Reproductive Health Services at School-Based Health Centers in Oregon”
  • “Predictors and Barriers of Transfers of HIV Care Between Rural Health Centers in Kenya”
  • “A Pilot Study to Investigate the Feasibility and Efficacy of Primary Care Physician- Led Shared Medical Appointments for the Treatment of Co-Morbid Major Depressive Disorder and Diabetes"

Capstone topics and recorded presentations

Class of 2023.

May 2023 Presentations:   Capstone Project Presentations Group One  ( access code: GuxtSg2d)

Michelle Scheurich:  Obstetric and Newborn Services in Rural and Frontier Oregon - A Needs Assessment 

Omar Fares: Implementing a Point-of-Care Ultrasound Curriculum for Family Medicine Residency Faculty

Britt McAdams:  Training with Family - A Needs Assessment of Current and Former Parenting Residents in OHSU's Family Medicine Residency

June 2023 Presentations:   Capstone Project Presentations Group Two   (access code: fNB86Qwp)

Ryan Nesbit Deane:  BATHE for Resident Wellness - Findings from Inpatient Rounds

Eliza Slater:  Continuity of Community Care in Cuba - Lessons for Rural America

Alexa Rawlins:  Battling the Inner Critic - Practices in Self Compassion and Reflection for OHSU Family Medicine Residents

Andrew Wang:  Scope - Investigation of Family Medicine-Performed Colonoscopies in Oregon

Sara Shimanek:  Assessing Utilization of the Paracervical Block in Family Medicine Faculty Clinical Practice

Katie Pavlat:  Medicine Inpatient Service Patient Presentations Pre and During Covid-19 Pandemic

June 2023 Presentations:  Capstone Project Presentations Group Three   (access code: pMi7P2hF)

Sienna Nelson:  Increasing Fetal Monitoring Access for High-Risk Pregnancies in a Rural County

Brooke Bachelor:  OHSU Integrative Health Collaborative (OIHC): Exploring Virtual Platforms as a Tool for Integrative Health Collaboration

Emily Dollar:  Food as Medicine - Evaluating a Vegetable Prescription Program in Oregon

Hilary Titus: Senioring ( ) - click on the link to view.

Class of 2022

May 2022 Presentations:  Capstone Project Presentations Group One   (access code: 3rRKXrmY)

Nikki Cairns:  Addressing Gender Bias in Remediation and Feedback

Robin Vest:  Human Papillomavirus Vaccination for Postpartum Patients: A Quality Improvement Initiative

Ishak Elkhal:  A Foray into Biostatistical Modeling in the World of COVID

Justin Lee:  Implementation and Assessment of Anti-Racist Structural Competency Training for First Year Medical Students

May 2022 Presentations:  Capstone Project Presentations Group Two   (access code: Yf9vQa8F)

Patty Tran:  Community Health Needs Assessments of the Asian American Population in the Portland Metropolitan Area

Nate Andrews:  Integration of Lifestyle Medicine into OHSU Family Medicine Residency Curriculum

Laurence Moore:  CPCC Reverse Integrated Behavioral Health Clinic Impact Study

Annie Buckmaster:  @ohsufamilymedres: Social Media as a Tool for Applicant Recruitment

June 2022 Presentations:  Capstone Project Presentations Group Three   (access code: jF2eTpSP)

Elizabeth Corwin:  An Educational Presentation for OHSU Family Medicine Providers with Aim to Improve Screening for Tuberculosis in Prenatal Patients

Arisa Takeuchi:  Improving SIC Conversation in FM Residency

Mel Ruberg:  The F.R.E.E.dom Experiment: Family Residents Exploring Evidence

Class of 2021

May 2021 Presentations: Capstone Project Presentations Group One   ( access code: bUTi6RGP )

Josh Cohen: Mixed Methods Analysis of Outcomes of Graduates of OHSU's 4 year FM Residency

Colleen Cooper: The EMBRACE Curriculum: Creating a Medical Student Elective on Neonatal Opioid Withdrawal

John Mitchell: Physical Activity Promotion in Primary Care: Exercise as a Vital Sign

May 2021 Presentations: Capstone Project Presentations Group Two   ( access code: Wyv53i3m )

Jenan Hilal: Needs Assessment for Reproductive Health Access in Columbia County

Di Deng: POCUS Curriculum Development in the Time of COVID

Megan Quinlan: Improving Inpatient Didactic Teaching for Residents on a Family Medicine Inpatient Service

Dan Slowey: Medical Legal Partnerships: Challenges, Solutions, and Reflections

June 2021 Presentations:  Capstone Project Presentations Group Three   ( access code: Pj5unC6M )

Katie Putnam: Landscape of Pregnancy Care in the Safety Net Setting

Ben Colburn: "The Interstitium": A Novel Medium for Meaning - Making in Healthcare

Roheet Kakaday: Facilitating Gender Affirming Hormone Therapy via an EHR-based SmartSet

Alex Domingo: Virtual Residency Interviews: Equity, Effectiveness, and Carbon Footprint

Class of 2020

May 2020 Presentations: Capstone Project Presentations - Group One

Stuart Zeltzer: Improving Chronic Condition Coding and Documentation among Family Medicine Residents through a Web-based Interacting Learning Module Ryan Manns: A Food Insecurity Project at the Benson School Based Health Center Amanda Aninwene: Evaluation of Health Equity & Social Justice Book Club/Discussion Group in Family Medicine at OHSU Mustafa Mahmood: Mental Health in Portland's Muslim Population

May 2020 Presentations: Capstone Project Presentations - Group Two

Jean Yau: Knowing & Growing: Healthy Bodies, Healthy Hearts, Healthy Lives Melissa Logan: Predicting 30 Day Hospital Readmissions to the Family Medicine Inpatient Service Cait Williamson: Postpartum Depression Screening at Gabriel Park: Practices and Barriers Dominic Caruso: Planning School Health Services in the Scappoose School District: Performing a Community Needs Assessment Maria Palazeti: Maintaining Values in Medicine Brit Nilsen: Equity and Inclusion Curriculum in Family Medicine Residency Kristen Otto: Family Medicine in Botswana: Adapting an International Rotation for OHSU FM Residents Claire Montaigne: Patient Perspectives of Project Nurture - A Qualitative Analysis

Class of 2019

May, 2019 presentations:  Watch the full video here .

Mustafa Alavi: Who Really Matches into Primary Care & Why Family  Medicine? Jenna Walters: Establishing a Hospital-based Medical Legal  Partnership Kris Azevedo: Training OHSU Family Medicine Residents in  Medication Assisted Treatment for Opioid Use Disorder Ben Hersh: Developing an Objective Structured Clinical Exam (OSCE) to Improve Transgender Health Care Michael Tudeen: Program Evaluation of Oregon Medicaid's Planned  Out-of-Hospital Births Requiring Transfer to the  Hospital Gabe Plourde: Opiate Use Disorder Capstone - A Multifaceted  Approach Lisa Kipersztok: Family-Centered Neonatal Opioid Withdrawal  Syndrome (NOWS) Care: A Multi-disciplinary Improvement Initiative at OHSU

June, 2019 presentations: Watch the full video here . 

Rachel Sircar: Depression and ACE Screening in Pregnancy Hans Han: Development of a Resident Curriculum in Japan Maggie Wells: Hill Family Handbook for Patient and Physician Wellness Kelly Shaffer: Adventure Therapy for the Treatment of Addiction Cait Goss: Acquisition of Sexual and Reproductive Health Education Jessica Cody: The Impact of Stress on Work Productivity among Thai Hospital Employees Sarah Skog: Assessment of Diabetes Distress in a Patient Centered Primary Care Home


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  13. Preparing for your Capstone Project

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