Students have reported positive views and experiences of the capstone projects. Most believe that capstone projects improved their understanding of research with positive learning experiences, reporting that “The interplay between theoretical research and real-life case reporting underscores the comprehensive approach” and “I gained a profound understanding of the significance of resilience and determination.” Some participants reported that it promoted their understanding of research while strengthening their clinical skills, by sharing the notion that “It prepared me with number of skills such as critical thinking, problem solving skills, sense of confidence in my ability, ability to work independently and, managing time efficiently. In many respects, this endeavour has been transformative. Through this research, I experienced significant growth as a diagnostician”. These expressed positive views and experiences of capstone projects highlights its role in enhancing the understanding of various research methodologies and promoting valuable learning experiences. The comprehensive nature of capstone projects deepens theoretical understanding, fosters practical skills and personal growth, and promotes valuable professional skills required within the scope of practice. Students, clinicians, and lecturers have noted the development of critical skills such as resilience, determination, critical thinking, and problem-solving through engagement with capstone projects. These skills are essential for success in the dynamic and demanding field of health sciences (Burke & Dempsey, 2021). Despite positive views and experiences, various challenges can also be expected in the implementation of capstone projects, ranging from personal and academic hurdles to deficiencies in supervision and time management. Insufficient supervision can hinder students’ progress and exacerbate challenges such as navigating literature reviews and expressing research findings effectively (Shurin et al., 2021). The research approach further highlights the need for comprehensive support structures and effective supervision mechanisms to address the challenges encountered by students. Although students may share ambivalent views and experiences on capstone projects, all believe it benefited them and enhanced their learning experiences; thereby empowering and capacitating them for practice as a future healthcare provider. By contextualizing this narrative and drawing upon existing literature, we can better understand the complexities inherent in capstone projects and their implications for student learning and professional development in health sciences education. Addressing the identified challenges and leveraging opportunities for growth will be essential in optimising the effectiveness of capstone projects in fostering student learning and success. References Burke, J., & Dempsey, M. (2021). Undertaking Capstone Projects in Education: A Practical Guide for Students. New York, Routledge. Chang, J. (2019). The instructional design and effects of capstone project course embedded inquiry-based learning in technical high school. UJ-China Education Review, 9(2), 41-64. doi:10.17265/2161-623X/2019.02.001 Hauhart, R.C., & Grahe, J.E. (2015). Designing and Teaching Undergraduate Capstone Courses. San Francisco, CA: Jossey-Bass. Hedayatipour, M., Etemadi, S., Hekmat, S.N., & Moosavi, A. (2024). Challenges of using evidence in managerial decision-making of the primary health care system. BMC Health Services Research, 24(1). doi:10.1186/s12913-02310409-7 Howe, S., & Goldberg, J. (2019). 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