Download Developed by the Office of the Vice

Developed by the Office of the Vice-Provost, Academic Programs
Last updated October 2, 2014
University of Toronto
1.
Minor Modification Proposal –
New Graduate Courses, or
3. Changes to Existing Graduate Courses
2.
This template should be used to: create a new graduate course; reactivate a closed/deactivated course; rename
an existing course; renumber an existing course; etc. A complete list of all course changes is available on
the Vice-Provost, Academic Programs website
If you have questions while you are filling out this document, please contact your Dean’s Office.
Graduate Department /Unit/Centre/Institute:
For courses offered by collaborative programs list supporting unit.
Faculty / Academic Division:
Institute of Medical Sciences, Translational
Research Program
Medicine
Dean’s Office contact:
Part 1: ROSI
Please complete this section. The data will be used to complete the ROSI record.
New Course – fill out all fields
Course Designator and Number:
MSC4000Y
FCE Weight:
2.0
Full Course Title for Transcript:
Capstone Project in Translational Research
Abbreviated Title:
TR Capstone Project
Available via Student Web Service:
No
Course Type:
Regular
Online Course:
No
Required Course:
Yes
Grading Scale:
pass/fail
Course Prerequisites, if yes please list:
MSC 2021Y
Course Credit Exclusions, if yes please list:
none
Developed by the Office of the Vice-Provost, Academic Programs
Page 1 of 11
Developed by the Office of the Vice-Provost, Academic Programs
Last updated October 2, 2014
Effective Date
September 2016
Part 2: Other Changes to Existing Courses
Optional Field – This section may be used to describe other types of changes to existing courses your
Faculty/Division tracks. These changes are not posted to the GCT.
Part 3: New Course Documentation
For Faculty / Divisional approval of new courses, please append the approved course documentation,
or complete the template below.
Course Description
Translational Research is defined as the process of systematic investigation, study and
knowledge production that turns laboratory and clinical observations into improvements in
the delivery and quality of healthcare. Researchers, clinical investigators and other
professionals working in this space require unique knowledge and skill subsets in order to bridge
the multi-disciplinary gaps that act as barriers to developing health science solutions and
innovations.
MSC 4000: Capstone Project in Translational Research, is the major mechanism in the MHSc
Masters program that allows students to integrate their knowledge into solution-oriented
projects that addresses unmet health science needs. The capstone project is both a vehicle for
learning mechanisms to integrate knowledge and an opportunity to demonstrate new skills and
competencies that are core-learning outcomes for the Masters in Health Science in Translational
Research.
Since Translational Research spans a wide range of practices and methods from discovery
science and clinical investigation to knowledge translation, commercialization and
implementation science, students may focus on a range of points along the translational pathway
including practice, research, implementation and leadership for the capstone project.
Practice-oriented projects engage with the mechanics of ‘moving’ a particular science finding
into clinical practice or applying a clinical observation to discovery research. These projects
focus on the ‘doing’ and involve one or more stages of translating a finding or insight into a
specific tangible benefit for the advancement of human health. For example these may explore
the obstacles in designing a specific diagnostic or prognostic tool based on an established
biomarker. (These projects will be considered part of the Translational Medicine or Translational
Developed by the Office of the Vice-Provost, Academic Programs
Page 2 of 11
Developed by the Office of the Vice-Provost, Academic Programs
Last updated October 2, 2014
Research program pathway.)
Research oriented projects explore what kind of facilitation, techniques and technologies allow
for ideas and knowledge to cross boundaries in a trans-formative fashion. These projects focus
on the field of investigation, understanding and operational principles underlying the
understanding and evaluation of translational attempts and practices by others. Critical
evaluation and analysis of the ‘process’ of mobilizing knowledge for affect across domains as a
kind of research. For example, these projects may focus on critically analyzing a specific
translational attempt or pathway to reflect and add to a broader body of knowledge about
translation.
Implementation oriented projects focus on knowledge translation and the evaluation of its
communication and implementation. These projects look at the implementation and evaluation of
communication strategies associated with knowledge translation and implementation science.
These projects can range from developing communication tools and strategies and their
prototyping and evaluation, to mix method studies of the success or failure of guidelines, policy
or new protocols. For example, these projects may focus on evaluating the impact of
interventions for the purposes of evidence-based policy and practice.
Leadership oriented projects focus on developing policies and best practices around the
identification and implementation of successful translational research initiatives. These projects
allow students to identify and advance translational research by identifying existing needs and
leading their own initiatives to propose and test translational solutions that try to address them.
For example these may include projects that involve changing guidelines or protocols to advance
the quality of care.
Since the key philosophy behind a capstone project is to help students learn about the process of
translation and its supported principles of flexibility and open exploration, each of the foci above
are ultimately guidelines subject to the discussion and interpretation of the Project Oversight
Committee of any project. These guidelines are intended to allow students to perform different
aspects of translational research, and vary slightly in outcomes, milestones, approaches and
deliverables; while establishing a set of common learning objectives and core transferable skills.
Prerequisite(s):
Before being registered in MSC 4000, student project groups must successfully complete MSC
2021Y and obtain written approval from the TRP Program Committee of:
 The composition of the Project Oversight Committee;
 The Project Proposal.
The Project Proposal may be the major Translational Project proposed collaboratively by groups
of 2-5 students as part of MSC 2021Y or with the approval of the TR Program Committee a
proposal developed individually or outside of MSC2021Y. All Translational Project Proposals
for Capstone Projects must outline:
 The project team and individual roles
 The members of the Project Oversight Committee;
 Project goals, scope, outcomes and deliverables;
Developed by the Office of the Vice-Provost, Academic Programs
Page 3 of 11
Developed by the Office of the Vice-Provost, Academic Programs



Last updated October 2, 2014
Plan, Milestones and timeline;
Individual roles and responsibilities; and
Evaluation metrics.
Course Structure
The Capstone experience is designed to be flexible, milestone-driven, and collaboratively driven.
Students in the course must participate in a monthly group meeting with the course director to
present and critique the progress and trajectory of each translational project. Project teams will
also have monthly Project Oversight Committee Meetings during which they will receive
feedback and suggestions from the committee. Each Project team will also be required to
submit to the Project Oversight Committee and the Course Director a milestone report at each
defined milestone as outlined in the approved Project Proposal. The Course Director and the
Project Oversight Committee, upon completion of the project, will schedule a final presentation
during which the Project team will present their work and answer questions about the project
and their learning experience.
Roles:
The capstone course is the focus of the program and must provide both the plasticity and
continuous accountability to ensure the integration of program goals and experiential learning
indispensable for students to accomplish the program learning outcomes and their own learning
objectives. The course employs a number of key support roles for monitoring and evaluating
student progress to ensure the success of the students’ capstone experience. These roles include
academic oversight, domain expertise and administrative support.
Academic Oversight:
TRP Program Committee:
The TRP Program Committee, composed of: the TRP Director or designate, the IMS
Graduate Coordinator assigned to TRP, and at least one other TRP faculty member is
responsible for ensuring that the project proposals meet established academic rigor within
the TRP Program and the Department. The TRP Program Committee will also review the
final Capstone assessment before approving final grade decisions.
Course Director (SGS Appointed)
To ensure academic rigor and conduct the Capstone course is directed by an SGS
appointed Course Director. The Course Director is responsible for all student evaluation
and didactic oversight. The Course Director is responsible for confirming milestones and
directing monthly group presentations and discussions from all students.
Course TA
To facilitate productivity, networking and project progress the course TA services as an
academic expeditor for student activities. The TA coordinates project cohort meetings
and serves as the bridge between student teams, Project Committees and the Course
Director.
Content/Domain Experts
Students will require significant content expertise to execute their project ideas. The
expertise must be layered. Students will need access to casual mentors, continuous
Developed by the Office of the Vice-Provost, Academic Programs
Page 4 of 11
Developed by the Office of the Vice-Provost, Academic Programs
Last updated October 2, 2014
mentors and project specific mentorship through the Program Oversight Committee.
Project Oversight Committee(s)
Each Capstone project must have a Project Committee composed of domain experts who are able
to evaluate and contribute to the rigor and depth of the domain content or subject area of a
particular project. Each Project Committee must have at least three members and at least one
member must be an SGS appointed faculty member. The role of the faculty member is to ensure
the educational contribution and rigor of the project. Other committee members may include
scientists, clinicians, professionals, or informed members of the community whose knowledge,
expertise or experience can contribute to the success of the capstone project. The TR Program
Committee, at the beginning of the Capstone Project, must approve the structure and membership
of the Project Oversight Committee.
Administrative and TA support
To track Project team meetings, reports and evaluations, the course will have devoted
administrative support. The Administrator and or TA will also help organize student
presentations, community interactions and coordinate student resource needs like, labs,
equipment and expenditures.
Learning Objectives & Transferable Skills
To accomplish the Translational Research Program Objectives, in addition to demonstrating
domain content expertise as negotiated with and determined by the Project Oversight Committee,
students in MSC 4000 must be able to demonstrate the following core learning objectives:
1. Relationship & Network Building;
Involves activities to promote and strengthen partnerships and network cohesiveness
for present and future effectiveness.
2. Collaboration and Teamwork;
Involves articulating the merits of alternative ideas or proposals and engaging team
members in ways that facilitate and synthesize the contributions of others; Includes
strategies of negotiation and constructive conflict resolution;
3. Implementation Skills;
Includes strategies for management that help accomplish and advance the project;
4. Communication Skills;
Involves using positive vocal or written channels to convey clear messages to specific
audiences;
5. Creativity / Problem Solving; and
Involves the capacity to combine or synthesize existing ideas, thinking, and working in
imaginative ways characterized by a high degree of innovation, divergent thinking, and risk
taking
6. Risk Management
Involves recognizing consequences and assumptions, and carefully evaluating the challenges
and opportunities of a choice or position.
Objectives:
TRP Skills
Developed by the Office of the Vice-Provost, Academic Programs
Outcomes:
Page 5 of 11
Developed by the Office of the Vice-Provost, Academic Programs
1.
1. Relationship
Building &
Networking
2.
3.
4.
Work with and include
others;
Establish and Maintain
partnerships;
Work in a team; and
Establish networks.




Collaboration and
Team work
1. Demonstrate the ability to
accept different approaches &
points of view;
2. Establish mechanisms and
practices that promote
intradisciplinary trust; and
3. Understand and communicate
your goals, challenges and needs
within the group; and
4. Negotiate effectively to resolve
problems.





1.
Implementation
Skills
2.
3.
4.
Set realistic goals and
priorities;
Analyze a specific problem
and apply knowledge;
Recognize and reward
success; and
Test & measure impact.






Communication
Skills
1. Ability to reach a target
audience;
2. Share information and
knowledge;
3. Give and receive feedback;




Last updated October 2, 2014
Engage with others to make use of their
skills, knowledge and abilities;
Build & maintain relationships with
people from diverse backgrounds internal
and external to the project team;
Demonstrate reciprocity in maintaining
relationships (contribute to the work of
others);
Demonstrate information sharing
between group and external to it.
Define and communicate roles and
expectations of others clearly to establish
and maintain effective teams;
Demonstrate an ability to share ideas,
approaches and contributions of others;
Demonstrate ability to mediate,
communicate and negotiate within a team
to problem solve unanticipated
circumstances or resolve conflict;
Use, design & develop appropriate
team processes and tools to facilitate
effective workflow, feedback and
evaluation;
Demonstrate ability to account and
track individual and group contributions
towards project implementation.
Demonstrate initiative, responsibility
and accountability;
Access and Apply Knowledge to a
specific need;
Demonstrate an ability to device, plan
and carryout solutions;
Demonstrate ability to use appropriate
tools, strategies or technologies to
accomplish goals, tasks and milestones;
Show initiative, commitment and
persistence to get a job done;
Demonstrate ability to evaluate
outcomes;
Demonstrate ability to accept and
provide feedback;
Demonstrate the ability to translate
complex ideas to diverse audiences;
Demonstrate ability to communicate
through multiple channels; and
Demonstrate the ability to test and
Developed by the Office of the Vice-Provost, Academic Programs
Page 6 of 11
Developed by the Office of the Vice-Provost, Academic Programs
Last updated October 2, 2014
evaluate the effectiveness of communication
strategies.
1.
Creativity / Problem
Solving
2.
3.
4.
Identify problems and
potential solutions;
Foster open-mindedness
and encourage people to
bring up new ideas;
Recognize opportunities;
Apply iterative thinking;





Risk Management
1. Assess, identify, quantify and
qualify risk;
2. Take suitable risks to achieve
goals;
3. Learn from experiences (to
mitigate future risk);
4. Experiment with new ideas;





Demonstrate the ability to act on
opportunities new opportunities for
improvement;
Show ability to adapt to changes or
unforeseen events;
Demonstrate ability to overcome
barriers;
Show ability to question assumptions;
Allow, encourage and mentor others to
share ideas and speak freely;
Demonstrate an ability to tolerate and
deal with mistakes when trying new ideas;
Plan for contingencies and Show ability
to recognize opportunities for change and
improvement throughout a project
Demonstrate the ability to keep focused
on goals and try alternatives to manage
unforeseen risk;
Demonstrate the ability to commit to an
action without knowing every consequence
or outcome; and
Demonstrate ability to accept and learn
from failure.
Assessment
Graded Item
Weight Activity Type
Assessment
Milestone Reports
25%
Group
Individual
Advisory Committee Reports
20%
Group
Individual
Final Presentation & Deliverables
40%
Group
Individual
Final Reflection
15%
Individual
Individual
Milestone Reports (25%).
Each Project Team must submit reports on key milestones as described in the Project Proposal.
However, milestones and dates may be adjusted with the Program Committee and Course
Director as appropriate to achieve the overall goal(s) of the project. All Milestone reports must
include:
 A description of the milestone including a breakdown of its components and significance
to the project;
 A breakdown of activities, roles and individual contributions;
Developed by the Office of the Vice-Provost, Academic Programs
Page 7 of 11
Developed by the Office of the Vice-Provost, Academic Programs



Last updated October 2, 2014
A description of key external partnerships or collaborative interactions;
An assessment of risks, opportunities and progress to date; and
An individual reflection on challenges, lessons learned and team dynamics.
Advisory Committee Reports (20%). Advisory committee reports represent the primary
method by which advisory committees will monitor group progress and evaluate the rigor,
intellectual contribution and depth of thought of the capstone project. Each project team will
consult formally with their advisory committee once a month.
The consultation and resulting report should include a summary of:
 Group and individual activities;
 Challenges and opportunities;
 Progress and going forward plan; and
 Committee feedback and recommendations;
The reports are to be submitted by the Committee Chair (on behalf of the team) within a week
of the consultation.
Final Presentation and Deliverables (40%). The Final presentations will be scheduled during the
final week of classes of the term during which the Project Oversight Committee determines that
the Capstone project has achieved the established goals, deliverables and evaluation measures
of the project proposal. The course director will evaluate the presentation while members of
the Project Oversight Committee will evaluate the final deliverables and project outcomes. All
members of the group should contribute to the presentation. All members of the group will be
required to individually submit a confidential, signed and sealed assessment of group dynamics,
individual member roles and specific contributions to the project. The final presentation must
also contain a report and should include the following Sections: Summary, Background, Problem
(including medical need); Goals, Objectives and Constraints of the Capstone; Approach, Team
and individual Tasks, Project Process and Endpoints; Discussion and Conclusions; and a
discussion of Translational Research learning Outcomes. The final mark for the Final
Presentation and Deliverables will be assigned individually by the Course Director upon review
of the evaluations of the presentation, deliverables and project outcomes, and the individual
assessments of group dynamics and individual contributions to the project.
Final Reflection (15%). The Final Reflection will be an opportunity for individual students to
provide their personal perspective on the Capstone process and their individual learning
progress. The reflection must discuss major lessons learned and their contribution to personal
learning objectives of the student. The reflection should summarize how the project group
functioned, specific problems or barriers that were encountered and the strategies used to
overcome them. Finally, the reflection should analyze the relationship and relevance of the
project towards Translation and Translational thinking.
Summary of Evaluation Mechanisms, Objectives & Learning Outcomes
Objectives
Evaluation
Learning Outcome
Developed by the Office of the Vice-Provost, Academic Programs
Page 8 of 11
Evaluat
W
Developed by the Office of the Vice-Provost, Academic Programs
Last updated October 2, 2014
Mechanism
Milestones
or




Advisory
Committee Reports



Implementation
Skills
Communication
Skills
Risk
Management
Relationship
Building &
Networking


Implementation
Skills
Creativity /
Problem Solving
Risk
Management















Final Presentation
& Deliverables



Individual
Reflection and
Team Assessment



Implementation
Skills
Communication
Skills
Collaboration

Collaboration
Risk
Management
Communication
Skills








t.
Work with and include others;
Establish and Maintain partnerships and
networks;
Assess, identify, quantify and qualify risk;
Take suitable risks to achieve goals;
Foster open-mindedness and encourage
people to bring up new ideas;
Learn from experiences (to mitigate
future risk);
Experiment with new ideas;
Demonstrate iterative design thinking;
Accept different approaches & points of
view
Course
Director
Demonstrate initiative, responsibility and
accountability;
Identify problems and potential solutions;
Rethink ‘the ways things are done’
Recognize opportunities;
Analyze a specific problem and apply
knowledge;
Recognize and reward success;
Give and receive feedback;
Course
Director
20
%
Demonstrate an understanding of the
broader goals and implications of TR;
Test & measure impact;
Reach a target audience;
Share information and knowledge;
Allow for questions and feedback;
Project
Committee
40
%
Course
Director
15
%
Accept different approaches & points of
view;
&
Project
Committee
Negotiate effectively to resolve problem;
Understand an communicate your goals,
challenges and needs;
Give and receive feedback;
Academic Rationale
The capstone project is a key component of the Translational Research Program. It is the
mechanism for the integration of content and skills for the program by allowing students to
combine the lessons of the masters (breadth) and their own interests and domain expertise
(depth). The Capstone is also the prime mechanism in the program for experiential learning,
collaboration and directed learning. It provides students with the opportunity to execute a
defined, milestone-driven project using both knowledge and skills acquired through program
coursework and their own knowledge base.
Developed by the Office of the Vice-Provost, Academic Programs
Page 9 of 11
25
%
Developed by the Office of the Vice-Provost, Academic Programs
Last updated October 2, 2014
Learning Outcomes (if applicable)
At the end of this course, students must demonstrate a range of skills associated with project
management, effective communications, collaboration, design thinking and reflective
evaluation. Students should be able to demonstrate initiative, leadership, accountability and
responsibility through the successful execution of Capstone deliverables. Upon completion of
the Capstone course students must be able to:
 Establish conceptual approaches to Translational projects in health science;
 Articulate thinking that bridges disciplines or domains in health science;
 Indicate an understanding of planning and executing TR related projects;
 Exhibit the ability to collaborate on TR related projects;
 Exhibit initiative, responsibility and accountability for a TR related project; and
 Display evidence of Networking and Collaborative strategies.
Similarity/Overlap with other Courses & Consultation
To ensure that the Capstone Project outline was in line with the mission of the program, the
program teaching staff, two senior Academic TRP Board members, and two current students in
the program reviewed the document. Feedback and suggestions was incorporated iteratively.
Resource Requirements (if required)
Although a capstone course does not have the same instructional requirements as s a lecture or
seminar based course, it relies heavily on continuous accountability, assessment and facilitation.
As a result the course has much heavier coordination, organization and administrative
requirements. The Course requires a course director to coordinate resources and assess
learning objectives. The Course requires a Teaching Assistant to coordinate and facilitate
interaction between students, the Course Director, the Advisory Committee and the TRP
Program Committee. The Course also requires administrative support to coordinate and
administer Advisory Committee meetings, reports, expenses and student progress.
Although the course will not require traditional teaching space more than once a month for
project critiques, students will require space for group and committee meetings, collaborative
workspace for brainstorming, ideation and prototyping. Finally, depending on the nature of the
Capstone project, students may need seed funding for consumable materials, professional
services, or other project associated expenses that are not covered by grants or accessible forms
of funding.
Governance Approval
Developed by the Office of the Vice-Provost, Academic Programs
Page 10 of 11
Developed by the Office of the Vice-Provost, Academic Programs
Last updated October 2, 2014
Unit Sign-Off
(Committee name and meeting date)
Faculty/Division Council (or delegated body) approval, if applicable (Name and Date)
Developed by the Office of the Vice-Provost, Academic Programs
Page 11 of 11