摘要：This scoping review examined outcomes of capstones in relation to entry-level doctoral education programs within the health professions. Aims of the study included mapping existing evidence related to capstone across entry-level clinical doctorates; investigating the purpose of capstones within health professions education; and identifying future research initiatives. Researchers applied and reported via the PRISMA Extension for Scoping Reviews systematic approach, and Best Evidence Medical Education global scale. The study indicated a gap in existing literature. Few health professions described requirements for capstones as part of an entry-level doctorate. Reviewed articles offered no consistent definition, intent, process, or outcome for capstones. The majority of publications documented Kirkpatrick Level 2a educational outcomes, modification of learner attitudes and perceptions. No publications documented Level 3, 4a, or 4b educational outcomes reporting student behavioral change, change in organizational practice, or direct improvement to the health and well-being of patients or clients. The researchers recommend additional evidence-based educational research to expand the body of evidence related to the capstone.
