Master of Public Health
2022-2023
CMED6000
Capstone Manual
September 2022
2
Table of contents
1. Introduction 3
2. Introduction to Public Health 3
3. Capstone competencies 4
4. Capstone report 6
5. Capstone course 8
6. Capstone proposal 8
7. Academic advice 9
8. Student responsibilities 9
9. Academic integrity 10
10. Assessment 11
11. Timeline 14
12. Extension 14
13. Questions 15
Appendix I. Master of Public Health Competencies 16
Appendix II. Template for Capstone Report 20
Appendix III. Grading rubrics for the Capstone report 22
Appendix IV. Template for Response to the Examiner’s Comments 28
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1. Introduction
This manual serves as an overview of the purpose, structure and requirements of the
Capstone, which is a requirement for completion of the Master of Public Health (MPH)
curriculum. This manual is a reference for all students admitted to the MPH in 2017 or
thereafter, and should be read in conjunction with the course material and other documents
available on the Capstone Moodle page.
What is the Capstone?
The Capstone is a culminating experience that allows students to integrate and synthesize
public health competencies specific to their concentration of study. Near the end of their
study, each student will submit a Capstone report of 5000-6000 words. This report should be
a high-quality written product that is useful to external stakeholders, such as non-profit or
governmental organizations.
A series of capstone courses (pre-recorded, online) are available on the Capstone [2022]
Moodle page, which will help to orient students with specific skills for the completion of the
Capstone report.
Learning outcomes
By completion of the Capstone, students should be able to:
• Demonstrate a range of public health competencies that are appropriate to the
student’s educational and professional goals
• Synthesize at least three public health competencies acquired in the core courses and
concentration courses
• Produce a high-quality written report that is useful to external stakeholders
2. Introduction to Public Health
As part of the completion of Capstone, all students must complete Introduction to Public
Health. This non-credit course provides a solid grounding in the public health, required for
all MPH matriculating students.
This course is fully online and self-paced that covers the Foundational Knowledge
Competencies set forth by The Council on Education for Public Health (CEPH). The course
module will cover key basics and concepts of public health, the importance of evidence-
based practice, the various factors that influence health, and the necessity of taking an
ecological perspective to population health.
All matriculating students must complete Introduction to Public Health before September
30th, 2022. Please refer to the Introduction to Public Health Moodle page for further details.
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3. Capstone competencies
According to their concentration of study, students should select one set of three public health
competencies to demonstrate in a specific written product from the options below. Each
option consists of at least two foundational competencies (covered in the core courses) and
one concentration-specific competency (covered in the concentration courses). These
combinations have been carefully selected for relevance and coherence to each concentration.
Students will not be assigned any topics or competencies; they should select a topic and a set
of competencies that are most relevant to their own educational and professional interests.
The topic could relate to any area in public health as long as the stated competencies are
demonstrated. Nonetheless, students are advised to clearly explain the public health
significance and implications of their chosen topic.
A full list of MPH competencies is available for reference in Appendix I. Students who
strongly wish to pursue competencies other than in the combinations and written products
specified below should discuss whether this is feasible with Capstone Advisor and
Concentration Leads.
Control of Infectious Diseases (CID) Concentration
Option Competency 1 Competency 2 Competency 3 Written
product
A Analyse quantitative and
qualitative data using
biostatistics, informatics,
computer-based
programming and
software, as appropriate
(F3)
Interpret results of data
analysis for public health
research, policy or
practice (F4)
Synthesise data to
describe infectious
disease emergence,
pathogenesis, burden and
identify measures for
control (CID1)
Scientific report
B Apply epidemiological
methods to the breadth of
settings and situations in
public health practice
(F1)
Select quantitative and
qualitative data collection
methods appropriate for a
given public health
context (F2)
Interpret simple
analytical models of
infectious disease
transmission, evolution
and control (CID3)
Research grant
proposal
C Select quantitative and
qualitative data collection
methods appropriate for a
given public health
context (F2)
Interpret results of data
analysis for public health
research, policy or
practice (F4)
Evaluate strategies for
infectious disease
prevention, control and
risk communication
(CID5)
Infectious
disease
preparedness or
response plan
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Epidemiology and Biostatistics (EB) Concentration
Option Competency 1 Competency 2 Competency 3 Written
product
A Apply epidemiological
methods to the breadth of
settings and situations in
public health practice
(F1)
Analyse quantitative and
qualitative data using
biostatistics, informatics,
computer-based
programming and
software, as appropriate
(F3)
Solve a problem
concerning the
quantification, prediction
or explanation of an
aspect of public health,
using appropriate sources
of information, study
design and biostatistical
techniques (EB5)
Scientific report
B Apply epidemiological
methods to the breadth of
settings and situations in
public health practice
(F1)
Systematically synthesise
the available evidence on
a specific public health
question (EB3)
Interpret results of data
analysis for public health
research, policy or
practice (F4)
Systematic
review and
meta-analysis
C Apply epidemiological
methods to the breadth of
settings and situations in
public health practice
(F1)
Select quantitative and
qualitative data collection
methods appropriate for a
given public health
context (F2)
Design a new study to
quantify, predict or
explain an aspect of
public health including
appropriate sources of
information, study design
and biostatistical
techniques (EB4)
Research grant
proposal
Health Economics, Policy and Management (HEPM) Concentration
Option Competency 1 Competency 2 Competency 3 Written
product
A
Propose strategies to
identify stakeholders and
build coalitions and
partnerships for
influencing public health
outcomes (F13)
Evaluate policies for their
impact on public health
and health equity (F15)
Use economic and/or
financial analysis to
elucidate the supply and
demand for health care
and health care resources
(HEPM3)
Policy
evaluation
B
Explain basic principles
and tools of budget and
resource management
(F10)
Advocate for political,
social or economic
policies and programs
that will improve health
in diverse populations
(F14)
Assess the impact of
financial and payment
incentives on individuals,
and organisations
(HEPM2)
Programme plan
C

Compare the organisation
structure and function of
health care, public health
and regulatory systems
across national and
international settings (F5)
Discuss the means by
which structural bias,
social inequities and
racism undermine health
and create challenges to
achieving health equity at
organizational,
community and societal
levels (F6)
Appraise the influence of
political institutions and
processes (legal, ethical
and regulatory) on
resource allocation in
health care (HEPM7)
Report of an
organisational
analysis
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Public Health Practice (PHP) Concentration
Option Competency 1 Competency 2 Competency 3 Written
product
A Apply epidemiological
methods to the breadth of
settings and situations in
public health practice
(F1)
Assess population needs,
assets and capabilities
that affect communities’
health (F7)
Demonstrate the use of a
systematic approach in
solving public health
problems (PHP6)
Health needs
assessment
B Assess population needs,
assets and capabilities
that affect communities’
health (F7)
Design a population-
based policy, program,
project or intervention
(F9)
Demonstrate the use of a
systematic approach in
solving public health
problems (PHP6)
Programme plan
C Apply epidemiological
methods to the breadth of
settings and situations in
public health practice
(F1)
Select methods to
evaluate public health
programmes (F11)
Demonstrate the use of a
systematic approach in
solving public health
problems (PHP6)
Programme
evaluation
report
4. Capstone report
Format
The Capstone report should be 5000-6000 words in length (excluding references, tables,
figures and footnotes). Each report must include an Executive Summary of not more than 300
words. Word counts should be included in the report.
The report must be in the format of a specified written product that is useful to external
stakeholders. Examples of each written product are provided on Moodle. Students should
also explain how the stated competencies have been demonstrated in a separate cover sheet.
The report may arise from the student’s Practicum experience but should represent the
student’s independent piece of work and demonstrate the stated Capstone competencies.
Capstone reports that are identical to written products submitted for other purposes, such as
the Practicum, will be considered plagiarism.
Please refer to Appendix II for the suggested sections to include in your final Capstone
report.
Style
Students have the responsibility to ensure that their Capstone report meets academic
standards in terms of content and writing style. Students should have their report carefully
edited for errors to make sure their ideas can be communicated clearly. The Advisors are not
responsible for proofreading or editing of the Capstone report. Online tools such as
Grammarly (https://app.grammarly.com/) may be useful editorial guides.
The Capstone course will provide guidance on scientific writing. The HKU Centre for
Applied English Studies also provides support in English language and writing. For more
information, please refer to: http://www5.caes.hku.hk/az/
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Referencing
The Capstone report should use Vancouver style for referencing. Students are provided free
access to EndNote, a bibliographical management software package, which allows easy
retrieval and creation of citations. For more information, please refer to the HKU Libraries
EndNote Guide at: https://lib.hku.hk/endnote/
The following are also useful resources on referencing:
• Patrias K. Citing medicine: the NLM style guide for authors, editors, and publishers
[Internet]. 2nd ed. Wendling DL, technical editor. Bethesda (MD): National Library
of Medicine (US); 2007 - [updated 2015 Oct 2; cited 2017 Nov 28]. Available from:
http://www.nlm.nih.gov/citingmedicine
• National Library of Medicine. International Committee of Medical Journal Editors
(ICMJE) uniform requirements for manuscripts submitted to biomedical journals:
sample references [Internet]; 2003 [updated 2017 May 24; cited 2017 Nov 28].
Available from: http://www.nlm.nih.gov/bsd/uniform_requirements.html
Ethics approval
Ethics approval is required for any research involving human subjects, prior to
commencement of the study. Students should allow ample time for institutional review and
approval if such approval is required. If in doubt, students should discuss with their Advisor
or enquire directly with the Institutional Review Board (IRB).
For more information on the HKU IRB and application procedures, please refer to:
http://www.med.hku.hk/en/research/ethics-and-integrity/human-ethics
The IRB application must be signed by the student’s Advisor and submitted to the School
Director for endorsement through the MPH Office.
Data analysis
Students should obtain prior approval from the data owner and/or the study’s principal
investigator if the analysis of primary data is required.
Many software are available for data analysis. IBM SPSS Statistics (Statistical Package for the
Social Sciences) is a software package that many students use. Most computer labs on campus
are equipped with SPSS and other software for statistical analysis.
SPSS offers student licenses “IBM® SPSS® Student GradPack” for either the entire or part
of the period of study. Students who would like to use SPSS on their own computer can find
the procedures for installation of SPSS (network license version) here:
https://intraweb.hku.hk/reserved_1/its/guide/spss-procedure.html
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5. Capstone course
Students are highly encouraged to attend the Capstone course, which will provide them with
important information and skills for completion of the Capstone report, including scientific
writing and systematic review. Each of the five sessions will cover discrete topics as follows:
Session Topic Teachers Date
1 Capstone - what it is and what it
is not
Dr Polly Wong Available online
2 Capstone – how to organize
written work effectively
Dr Ryan Au Yeung
Available Online
3 Synthesizing and interpreting
evidence for the Capstone
Dr Jane Zhao Available online
4 Systematic Review and Meta-
Analysis
Dr Ryan Au Yeung
Available Online
5 Important Note about Academic
Misconduct and How to Avoid
Plagiarism
Dr Polly Wong Available online
Academic Integrity Quiz
**Mandatory completion**
Complete and
achieve 100%
Available online,
Capstone
Moodle
6 Capstone Briefing – with
Concentration Leads
Concentration
Leads
Nov 2022 (TBC)
Please check Moodle for the Capstone Courses.
6. Capstone proposal
Each student is required to submit a two-page outline of their proposed Capstone report and
competencies to be addressed, and to discuss this proposal to their Capstone Advisors for
feedback and approval in February of their graduation year. The student must seek
endorsement (signature) from the Capstone advisor prior to submission on Moodle.
Please refer to Moodle for the Capstone proposal template, a preliminary capstone proposal
should be submitted to the Capstone Advisor by mid-December.
The finalized, endorsed proposal outline is due 15 February of your graduation year.
Students should discuss their Capstone planning with their Capstone advisor.
• If your proposal is satisfactory, obtain signature from Capstone Advisor on the
proposal outline and submit to Moodle
• If your proposal is not able to satisfactorily address the proposed competencies, you
must revise your proposal according to the comments given and resubmit your
Capstone Advisor
Students should adhere to the proposal as far as possible once it has been endorsed. If you
have any questions about the feedback, please consult your Advisor first. Your Advisor may
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decide to further consult your Concentration Lead if needed.
Capstone title submission is due June 15 of your graduation year. Students will not be
allowed to revise their title this date.
7. Academic advice
The Concentration Leads will provide guidance on the selection of a topic and Capstone
competencies that are appropriate for the student’s educational and professional goals. Each
student will also be assigned an Advisor, who will monitor the student’s progress and guide
them in completion of the Capstone report. Students should not expect the Concentration
Leads or Advisors to provide them with topics or data for analysis.
As part of the Capstone course, students will receive guidance on topic selection, scientific
writing, systematic review and interpretation of evidence. Students will also present a
Capstone proposal to their Concentration Lead for feedback and approval.
Concentration Leads have the responsibility to:
• Guide students within their concentration in the selection of Capstone competencies and
a topic appropriate to the student’s educational and professional goals; and
• Provide feedback to students within their concentration on their Capstone proposals,
together with the Capstone Advisors.
Capstone Advisors have the responsibility to:
• Meet with their students regularly to monitor progress on the Capstone and coursework;
• Consult the Concentration Lead for any clarifications needed regarding the demonstration
of Capstone competencies; and
• Provide timely advice to the student regarding problem definition, data analysis and
interpretation.
8. Student responsibilities
Students have the responsibility to:
• Conduct independent work that meets the stated competencies in a timely manner;
• Adhere to all the required deadlines for submission;
• Attend all sessions of the Capstone course;
• Submit a proposal of their Capstone to their Capstone Advisors and/or Concentration
Leads;
• Meet with their Advisor regularly;
• Consult their Advisor with explicit questions and respect;
• Consider seriously the advice given by the Advisor;
• Submit a full draft of the report to their Advisor at least 2 months before the final
deadline, allowing ample time for the Advisor to provide feedback; and
• Decide on and justify the methods used, and carry out their own analysis and
interpretation.
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9. Academic integrity
All students are required to sign and consent to an “Academic Integrity Statement” at the
beginning of the academic term and comply to all the terms.
The Capstone is an experience that students are assessed on individually. While students are
encouraged to discuss with and learn from other students with the same Advisor, they should
not work together on the same Capstone report.
Plagiarism is a serious but avoidable offence. According to the University’s regulations,
plagiarism is defined as “direct copying of textual material or wilful use of other people’s
data and ideas, and presenting them as one’s own without acknowledgement, whether or not
such materials, data and ideas have been published.”
Some common forms of plagiarism include:
• Copying or using information from other sources (e.g. publications, newspapers,
websites) without proper acknowledgement
o This is easily preventable. Students should appropriately reference the source and be
able to explain and rephrase the ideas of others in their own words.
• Quoting a passage from other sources
o In general, it is best to avoid any copying at all. Quoting a large amount of materials
from other sources does not show the student’s own understanding. If a direct quotation
from others’ work must be used, the passage concerned must be placed in quotation
marks or identified using proper indentation, and the source must be provided clearly
immediately after the quoted passage.
For more resources on how to avoid plagiarism, please refer to the following:
• ILT01: Information Literacy Training: Academic Honesty [HKU Online Learning
Course]. Available at: https://learning.hku.hk/catalog/course/ilt01-information-
literacy-training-academic-honesty/
• Gardner D. Plagiarism and How to Avoid It. The University of Hong Kong: Centre
for Applied English Studies; 1996-2012. Available at:
http://www4.caes.hku.hk/plagiarism/
All Capstone reports will be screened for plagiarism using Turnitin. Evidence of plagiarism,
syndication or copying may result in a zero grade for the Capstone. Serious or substantive
cases of academic dishonesty may be referred to an Inquiry Committee (acting on behalf of
the Board of Studies) and the University’s Disciplinary Committee.
There are no excuses for plagiarism or any form of academic dishonesty. Students who have
plagiarised often claim to have done so in a panic to finish their Capstone. This is why you
should allow ample time to work on your Capstone and for your Advisor to provide
feedback.
If exceptional circumstances (e.g. medical reasons) make it difficult for you to submit your
Capstone report on time, you should contact your Advisor and the MPH Office as soon as
possible to see if a deadline extension could be granted.
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Academic Integrity Quiz
All students must complete the “Academic Integrity Quiz” on Capstone Moodle page,
achieving 100% on quiz results. This must be completed before capstone proposal
submission.
10. Assessment
Assessment criteria
The Capstone carries 15 credits (equivalent to 5 courses). Students must complete the
Capstone to a satisfactory standard in order to meet the requirements for graduation.
To satisfactorily complete their Capstone, students should:
• Submit their Capstone proposals to the Concentration Leads or their representatives
• Have their Capstone proposals endorsed by the Concentration Leads or their
representatives
• Have their Capstone report titles endorsed by their Advisors
• Achieve an overall “pass” on the final Capstone report (i.e. obtain a total score of at least
60 out of 120)
Please refer to Appendix III and Moodle for the grading rubric that applies to each type of
written product, which include:
1. Research grant proposals
2. Infectious disease preparedness/response plans and programme plans
3. All other written products
Students should read these rubrics carefully as their Capstone report will be assessed using
these rubrics.
Examination
The Capstone report will be assessed by two internal examiners of the School, who will not
be the student’s Advisor. The external examiner will be consulted in the final determination
of student grades.
Students may be required to attend an oral examination in early August, and so should make
themselves available during this time.
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Assessment of Capstone report
The final Capstone report will be graded according to the following system:
Grade
Grade Point Standard
Percentage Grade
90-100 A+ 4.3
Excellent 86-89 A 4.0
82-85 A- 3.7
78-81 B+ 3.3
Good 74-77 B 3.0
70-73 B- 2.7
66-69 C+ 2.3
Satisfactory 62-65 C 2.0
58-61 C- 1.7
54-57 D+ 1.3
Pass
50-53 D 1.0
0-49 F 0 Fail
Please refer to Appendix III for the detailed criteria that each report will be assessed on. The
total score for each report will be based on:
Component of report Proportion of total
score
Quality of the written product 50%
Competencies addressed 50%
Students must obtain at least a “pass” on the quality of the written product and each of the
three competencies addressed, or else will be required to revise and resubmit their Capstone
report.
Revision and reassessment of Capstone report
If a student achieves an overall “pass” but fails on the quality of the written product or
any competency:
• The student will be given a maximum of 2 weeks to revise and resubmit their Capstone
report, providing a point-by-point response to the examiner’s recommendations for
revision (refer to Appendix IV for a template) until the examiner deems the report to be
satisfactory.
• If the first revision is not satisfactory, the student may not be able to complete the
requirements for graduation within the same academic year.
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If a student does not achieve an overall “pass”:
• The student will be given a maximum of 4 months to revise and resubmit their Capstone
report, providing a point-by-point response to the examiner’s recommendations for
revision (refer to Appendix IV for a template).
• The revised report will then be submitted for re-examination, with a reassessment fee if it
is outside the normal study period.
• The student would usually not be able to complete the requirements for graduation within
the same academic year.
If the student fails to achieve an overall “pass” on the re-examination, they may be required
to repeat the course, with a substantial repeating fee.
Feedback
Examiners should provide specific recommendations for revision if the student fails on the
quality of the written product or any competency. Examiners are also strongly encouraged to
provide comments on the student’s Capstone report even if revisions are not required.
Comments from the Examiners will be returned to the student.
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11. Timeline
The final Capstone report should be submitted for examination not later than 1 August of the
graduation year. Students are also required to submit the title of their report for examination
not later than 15 June of the graduation year.
Please note the following deadlines:
Task Full-time students Part-time students
First Year
Assignment of Advisor October 2022 October 2022
Second Year
Capstone course Available Online Available Online
Preliminary Capstone
proposal submission
Mid-December 2022 Mid-December 2023
Capstone proposal
submission
15 February 2023 15 February 2024
Capstone title submission* 15 June 2023 15 June 2024
Deadline to apply for an
extension for submission
15 July 2023 15 July 2024
Final submission of Capstone
report for examination*
1 August 2023 1 August 2024
12. Extension
Students who wish to apply for an extension of the final submission deadline of their
Capstone report should first have their Advisor’s endorsement and a valid reason for
consideration by the Board of Studies. A request should be made in writing to the MPH
Office (mphsph@hku.hk) before 15 July of the graduation year, containing:
• A formal written request to the Chairperson of the Board of Studies, detailing the
student’s reason(s) for the request, full name and UID;
• A detailed plan with timeline for completion of the Capstone within the extension
period, endorsed by the Advisor; and
• Any other documents supporting the above request
Upon approval from the Board of Studies and the Faculty Board, the LKS Faculty of
Medicine will mail you a written notification for confirmation. The processing time is
normally 2-3 weeks upon receiving the request. Any Capstone reports submitted under
extension will be examined in the next examination cycle.
Students granted an extension of the Capstone submission deadline shall pay a fee equivalent
to 5% of the composition fee for each 3-month extension; pro-rata payment is normally not
allowed.
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13. Questions
Students should consult their Advisor for any specific questions related to their Capstone
report.
Any questions on the overall requirements for the Capstone should be addressed to:
Point of contact Email Telephone
Dr Wendy Lam,
MPH Academic Director
wwtlam@hku.hk
3917 9878
Dr Polly Wong,
MPH Deputy Programme
Director
pollywong@hku.hk
3917 9141
MPH Office mphsph@hku.hk 3917 9140
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Appendix I. Master of Public Health Competencies
MPH Foundational competencies
Competency Course Code(s) and Title(s)
Evidence-based Approaches to Public Health
F1 Apply epidemiological methods to the breadth of settings
and situations in public health practice
CMED6100 Introduction to
Biostatistics
CMED6200 Introduction to
Epidemiology
F2 Select quantitative and qualitative data collection
methods appropriate for a given public health context
CMED6200 Introduction to
Epidemiology
F3 Analyze quantitative and qualitative data using
biostatistics, informatics, computer-based programming
and software, as appropriate
CMED6100 Introduction to
Biostatistics
CMED6200 Introduction to
Epidemiology
F4 Interpret results of data analysis for public health
research, policy or practice
CMED6100 Introduction to
Biostatistics
Public Health & Health Care Systems
F5 Compare the organization, structure and function of
health care, public health and regulatory systems across
national and international settings
CMED6901 Health Leadership
and Management
F6 Discuss the means by which structural bias, social
inequities and racism undermine health and create
challenges to achieving health equity at organizational,
community and societal levels
CMED6201 Principles of
Public Health
Planning & Management to Promote Health
F7 Assess population needs, assets and capacities that affect
communities' health
CMED6201 Principles of
Public Health
F8 Apply awareness of cultural values and practices to the
design or implementation of public health policies or
programs
CMED6201 Principles of
Public Health
F9 Design a population-based policy, program, project or
intervention
CMED6704 Health Behaviour
& Communication
F10 Explain basic principles and tools of budget and resource
management
CMED6901 Health Leadership
and Management
F11 Select methods to evaluate public health programs CMED6201 Principles of
Public Health
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Foundational competencies (cont’d)
Competency Course Code(s) and Title(s)
Policy in Public Health
F12 Discuss multiple dimensions of the policy-making
process, including the roles of ethics and evidence
CMED6900 Health Policy &
Politics
F13 Propose strategies to identify stakeholders and build
coalitions and partnerships for influencing public health
outcomes
CMED6900 Health Policy &
Politics
F14 Advocate for political, social or economic policies and
programs that will improve health in diverse populations
CMED6900 Health Policy &
Politics
F15 Evaluate policies for their impact on public health and
health equity
CMED6900 Health Policy &
Politics
Leadership
F16 Apply principles of leadership, governance and
management, which include creating a vision,
empowering others, fostering collaboration and guiding
decision making
CMED6901 Health Leadership
and Management
F17 Apply negotiation and mediation skills to address
organizational or community challenges
CMED6901 Health Leadership
and Management
Communication
F18 Select communication strategies for different audiences
and sectors
CMED6704 Health Behaviour
& Communication
F19 Communicate audience-appropriate public health
content, both in writing and through oral presentation
CMED6900 Health Policy and
Politics
F20 Describe the importance of cultural competence in
communicating public health content
CMED6704 Health Behaviour
& Communication
Interprofessional Practice
F21 Perform effectively on interprofessional teams CMED6901 Health Leadership
and Management
Systems Thinking
F22 Apply systems thinking tools to a public health issue CMED6901 Health Leadership
and Management
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Concentration-specific competencies
Control of Infectious Diseases (CID) Concentration
Competency Course Code(s) and Title(s)
CID1 Synthesise data to describe infectious disease
emergence, pathogenesis, burden and identify measures
for control
CMED6105 Infectious
Diseases in Public Health
CID2 Describe the scientific underpinnings of common
infectious diseases that impact population health
CMED6230 Epidemic and
Endemic Infectious Diseases
CID3 Interpret simple analytical models of infectious disease
transmission and control
CMED6211 Infectious Disease
Epidemiology
CID4 Analyse factors contributing to the emergence of novel
infectious diseases and of the concept of “One Health”
CMED6104 Emerging
Infectious Diseases and “One
Health”
CID5 Evaluate strategies for infectious disease prevention,
control and risk communication
CMED6208 Risk: Perception,
Decisions and Communication
CMED6228 Field
Epidemiology
Epidemiology and Biostatistics (EB) Concentration
Competency Course Code(s) and Title(s)
EB1 Project trends in major causes of morbidity and
mortality for public health surveillance globally and
locally
CMED6207 Non-
communicable Disease
Epidemiology and Control
CMED6211 Infectious Disease
Epidemiology
EB2 Use risk stratification to prioritise interventions for
population health globally and locally
CMED6020 Advanced
Statistical Methods I
EB3 Systematically synthesise the available evidence on a
specific public health question
CMED6300 Intermediate
Epidemiology
EB4 Design a new study to quantify, predict or explain an
aspect of public health including appropriate sources of
information, study design and biostatistical techniques
CMED6207 Non-
communicable disease
epidemiology and control
EB5 Solve a problem concerning the quantification,
prediction or explanation of an aspect of public health,
using appropriate sources of information, study design
and biostatistical techniques
CMED6040 Advanced
Statistical Methods II
CMED6030 Advanced
Epidemiological Methods I
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Concentration-specific competencies (cont’d)
Health Economics, Policy and Management (HEPM) Concentration
Competency Course Code(s) and Title(s)
HEPM1 Assess the economic impact of decision-making on
individual, organisational and system behaviour
CMED6902 Health Economics
HEPM2 Assess the impact of financial and payment incentives
on individuals and organisations
CMED6109 Accounting and
Financial Management in
Health Care
HEPM3 Use economic and/or financial analysis to elucidate
the supply and demand for health care and health care
resources
CMED6903 Resources for
Health
HEPM4 Apply models of rational choice and decision-making
under conditions of uncertainty to markets
CMED6902 Health Economics
CMED6220 Health
Informatics
HEPM5 Analyse the impact of human, social, and economic
dynamics on organisational behaviour
CMED6907 Perspectives in
Healthcare Management
HEPM6 Appraise the impact of leadership and governance on
the financing of public health systems and cost of
health service delivery
CMED6910 Strategies in
Healthcare
HEPM6 Appraise the influence of political institutions and
processes (legal, ethical and regulatory) on resource
allocation in health care
CMED6903 Resources for
Health
Public Health Practice (PHP) Concentration
Competency Course Code(s) and Title(s)
PHP1 Adopt an ecological systems perspective in the
analysis of global health issues
CMED6218 Human Health:
Futures in a Globalised World
PHP2 Synthesise how major social determinants shape
interventions to improve population health
CMED6204 Health and
Society
PHP3 Synthesise the potential contributions and
implications of personalised public health
CMED6216 Personalised
Public Health
PHP4 Apply theories in risk perception and decision-making
to improve risk communication
CMED6208 Risk: Perception,
Decisions and Communication
PHP5 Formulate evidence-based strategies to address
environmental health issues
CMED6912 Environmental
Health Hazards and
Interventions
PHP6 Demonstrate the use of a systematic approach in
solving public health problems
CMED6202 The Practice of
Public Health
20
Appendix II. Template for Capstone Report
We suggest students to include the following sections in their final Capstone report. Please
note that the appropriate section headings may vary with the format of the written product.
Notes to students:
• Your final Capstone report must be in the format of a specified written product that
is useful to external stakeholders.
• The report should be 5000 to 6000 words in length (excluding references, tables,
figures and footnotes).
• Each report must include an Executive Summary of not more than 300 words.
• Please use consistent formatting throughout. We recommend using Times New
Roman, font size 10 to 12; and 1.5 or double-line spacing.
• Please use Vancouver style for citations and referencing.
• Please check your report carefully for any errors in spelling, grammar or
formatting.
• Each report should be submitted together with a Cover Sheet, stating the
competencies addressed and briefly explaining how they have each been addressed
in the report. Students should obtain their Advisor’s endorsement on this Cover
Sheet before submission.
1. Title Page: State (a) the title of your Capstone report; (b) month and year when the report
was completed; (c) your name; (d) your concentration of study; and (e) your programme
of study (Master of Public Health, The University of Hong Kong).
2. Acknowledgements: Acknowledge any individuals and organizations that have supported
you in the Capstone. Any sources of funding for the project should also be included.
3. Executive Summary: Summarize your report in not more than 300 words. This summary
could be structured (with sub-headings) or non-structured (without sub-headings). Include
the word counts for the Executive Summary and Main Report at the end of this section.
4. Table of Contents: List the section headings and starting page number for each section.
Provide separate lists of tables and figures used (if appropriate). Provide a list of
abbreviations and/or symbols used (if appropriate).
5. Background: Describe your topic or area of inquiry. Explain the public health relevance
of the topic by reviewing the current evidence. Explain how gaps in the existing evidence
or unmet needs have led to your project. Describe the specific questions that are addressed
in your project.
6. Objectives: Provide a list of the project’s objectives.
7. Methods: Explain the methods and/or approaches used to address the project’s objectives.
Describe the study design, setting or target population, sample, intervention or exposure,
comparison group, outcomes and other relevant variables as appropriate for the written
21
product. Describe the sources of information used. Provide the rationale for using these
methods. Provide details of ethics approval (if applicable).
8. Results: Summarize the main results of your analysis, using sub-headings as appropriate.
Tables and/or figures may be used to supplement the text. Additional results may be
included as an appendix to the report.
9. Discussion: Synthesize and interpret your findings with reference to the existing evidence.
Discuss the strengths and limitations of the methods used, and how any limitations could
be addressed.
10. Recommendations and Conclusion: Discuss the public health implications of your
findings. Provide recommendations for public health practice, based on your results and
the best available evidence. Explain how your findings should be disseminated, and the
appropriate target audience or stakeholders to be engaged.
11. References: List the references for all work cited in Vancouver style, ensuring that the
citation style is consistent throughout.
12. Appendices: Provide supporting information as appropriate, which may include additional
results, documentation of ethics approval, any questionnaires used, timeline and budget
22
Appendix III. Grading rubrics for the Capstone report
Grading Rubric for the Capstone Report (1)
(Research Grant Proposals)
Notes to students and examiners:
This is the form that the examiners will use to assess each Capstone report. Each report will be assessed independently by two examiners.
Category
Category
Weight
Excellent Good Satisfactory Pass Fail
Percentage
Score
(out of 100)
Percentage
Score x
Category
Weight
A+ (90 – 100)
A (86 – 89)
A- (82 – 85)
B+ (78 – 81)
B (74 – 77)
B- (70 – 73)
C+ (66 – 69)
C (62 – 65)
C- (58 – 61)
D+ (54 – 57)
D (50 – 53)
F (0 – 49)
Quality of written product (maximum score 60):
Examiners should assess the overall quality of the written product based on the following criteria.
Background 10
Identifies an important
public health area
supported by a
comprehensive review
of the evidence, and
formulates a well-
defined area of enquiry.
Identifies an important
public health area that is
generally supported by
evidence, and
formulates a well-
defined area of enquiry.
Identifies a public health
area, but has limited
contextualization.
Weakly justifies the
public health relevance
with limited
contextualization.
Fails to justify the
public health relevance
with no
contextualization.

Objectives 5
Objectives are generally
SMART (specific,
measurable, appropriate,
realistic and time-
limited).
Most objectives are
SMART.
Some objectives are
SMART.
Objectives have been
defined but are unclear.
Lacks coherent
objectives.

Methods 15
Excellent use of
appropriate methods to
address the defined
objectives, including an
appropriate timeline and
budget. Excellent
description of rationale
for methods used.
Good use of appropriate
methods to address the
defined objectives,
including an appropriate
timeline and budget.
Convincing description
of rationale for methods
used.
Adequate use of
appropriate methods to
address the defined
objectives. Satisfactory
description of rationale
for methods used.
Methods used are not
always appropriate to
address the defined
objectives. The rationale
for methods used is not
clear.
Lacks appropriate
methods. No description
of rationale for methods
used.
Expected Results 5
Very clear and
systematic summary of
results from analysis of
pilot data that follows
from the objectives and
methods.
Mostly clear and
systematic summary of
results from analysis of
pilot data that follows
from the objectives and
methods.
Satisfactory summary of
expected results that
follows from the
objectives and methods.
Limited and sometimes
incoherent summary of
expected results.
Lacks coherent
summary of expected
results.
Discussion 10
Excellent synthesis and
interpretation of
findings. Clearly
describes the strengths
and limitations of the
methods used and how
these limitations could
be addressed.
Makes a reasonable
attempt to synthesize
and interpret the
findings. Describes the
strengths and limitations
of the methods used and
how these limitations
could be addressed.
Describes some
strengths and limitations
of the methods used.
Shows little awareness
of the strengths and
limitations of the
methods used.
Fails to describe the
strengths and limitations
of the methods used.
Implications 10
Excellent discussion of
public health
implications. Shows
excellent awareness of
how findings should be
disseminated.
Clear and logical
discussion of public
health implications.
Shows awareness of
how findings should be
disseminated.
Makes some attempt to
discuss public health
implications. Shows
limited awareness of
how findings should be
disseminated.
Fails to clearly discuss
public health
implications.
Provides no coherent
discussion of public
health implications.
23
Category
Category
Weight
Excellent Good Satisfactory Pass Fail
Category Score
(out of 100)
Category Score
x Category
Weight
A+ (90 – 100)
A (86 – 89)
A- (82 – 85)
B+ (78 – 81)
B (74 – 77)
B- (70 – 73)
C+ (66 – 69)
C (62 – 65)
C- (58 – 61)
D+ (54 – 57)
D (50 – 53)
F (0 – 49)
Quality of Writing 5
All material is presented
in a very clear and
logical manner. Includes
a full bibliography with
appropriate referencing.
Format is highly
consistent with the
expected written
product.
Material is mostly
presented in a clear and
logical manner. Includes
a full bibliography with
appropriate referencing.
Format is mostly
consistent with the
expected written
product.
Material is adequately
presented in a clear and
logical manner. Some
items may be lacking
from the bibliography,
and references may not
always be cited
appropriately. Makes
some attempt to adhere
to the format of the
expected written
product.
Some material may not
be clearly or logically
presented. Bibliography
may be limited or
incomplete and
references not cited
appropriately. Makes
limited attempt to
adhere to the format of
the expected written
product.
Poor presentation and
organization.
Incomplete or otherwise
inadequate
bibliography. Makes no
attempt to adhere to the
format of the expected
written product.
Subtotal Score*
(out of 60)
Competencies addressed (maximum score 60):
Examiners should assess the degree to which the report addresses each of the competencies as indicated on the Cover Sheet of the report.
Competency 1 20
Exceptionally met. Fully met. Partially met, with
minor exceptions.
Partially met, with
major exceptions.
Not met.*
Competency 2 20
Exceptionally met. Fully met. Partially met, with
minor exceptions.
Partially met, with
major exceptions.
Not met.*
Competency 3 20
Exceptionally met. Fully met. Partially met, with
minor exceptions.
Partially met, with
major exceptions.
Not met.*
Total Score
(out of 120)
Comments:
(Examiners are strongly encouraged to provide comments even if revisions are not required. Specific comments may also be indicated on the report, which will be returned to the student.)
* Recommendations for revision:
(Examiners should provide specific recommendations for revision if the student is given a “fail” on the quality of the written product or any of the three competencies.)
24
Grading Rubric for the Capstone Report (2)
(Infectious Disease Preparedness/Response Plans and Programme Plans)
Notes to students and examiners:
This is the form that the examiners will use to assess each Capstone report. Each report will be assessed independently by two examiners.
Category
Category
Weight
Excellent Good Satisfactory Pass Fail
Percentage
Score
(out of 100)
Percentage
Score x
Category
Weight
A+ (90 – 100)
A (86 – 89)
A- (82 – 85)
B+ (78 – 81)
B (74 – 77)
B- (70 – 73)
C+ (66 – 69)
C (62 – 65)
C- (58 – 61)
D+ (54 – 57)
D (50 – 53)
F (0 – 49)
Quality of written product (maximum score 60):
Examiners should assess the overall quality of the written product based on the following criteria.
Background 10
Identifies an important
public health area
supported by a
comprehensive review
of the evidence, and
formulates a well-
defined area of enquiry.
Identifies an important
public health area that is
generally supported by
evidence, and
formulates a well-
defined area of enquiry.
Identifies a public health
area, but has limited
contextualization.
Weakly justifies the
public health relevance
with limited
contextualization.
Fails to justify the
public health relevance
with no
contextualization.
Objectives 5
Objectives are generally
SMART (specific,
measurable, appropriate,
realistic and time-
limited).
Most objectives are
SMART.
Some objectives are
SMART.
Objectives have been
defined but are unclear.
Lacks coherent
objectives.
Methods 10
Excellent use of
appropriate sources of
information and a
conceptual framework
for planning. Excellent
description of rationale
for methods used.
Good use of appropriate
sources of information
and a conceptual
framework for planning.
Convincing description
of rationale for methods
used.
Adequate use of
appropriate sources of
information and a
conceptual framework
for planning.
Satisfactory description
of rationale for methods
used.
Methods used are not
always appropriate to
address the defined
objectives. The rationale
for methods used is not
clear.
Lacks appropriate
methods. No description
of rationale for methods
used.
Description of Plan
and
Implementation
15
Very clear and
systematic description
of the planning process,
including feasible
options for
implementation and a
plan to evaluate success.
Mostly clear and
systematic description
of the planning process,
including feasible
options for
implementation and a
plan to evaluate success.
Satisfactory description
of the planning process,
including feasible
options for
implementation and a
plan to evaluate success.
Limited and sometimes
incoherent description
of the planning process.
Lacks coherent
description of the
planning process.
Discussion 10
Clearly describes the
limitations of the
methods used and how
these challenges could
be addressed.
Describes the
limitations of the
methods used and how
these limitations could
be addressed.
Describes some
limitations of the
methods used.
Shows little awareness
of the limitations of the
methods used.
Fails to describe the
limitations of the
methods used.
Conclusion 5
Excellent discussion of
public health
implications. Shows
excellent awareness of
how the plan should be
disseminated.
Clear and logical
discussion of public
health implications.
Shows awareness of
how the plan should be
disseminated.
Makes some attempt to
discuss public health
implications. Shows
limited awareness of
how the plan should be
disseminated.
Fails to clearly discuss
public health
implications.
Provides no coherent
discussion of public
health implications.
25
Category
Category
Weight
Excellent Good Satisfactory Pass Fail
Category Score
(out of 100)
Category Score
x Category
Weight
A+ (90 – 100)
A (86 – 89)
A- (82 – 85)
B+ (78 – 81)
B (74 – 77)
B- (70 – 73)
C+ (66 – 69)
C (62 – 65)
C- (58 – 61)
D+ (54 – 57)
D (50 – 53)
F (0 – 49)
Quality of Writing 5
All material is presented
in a very clear and
logical manner. Includes
a full bibliography with
appropriate referencing.
Format is highly
consistent with the
expected written
product.
Material is mostly
presented in a clear and
logical manner. Includes
a full bibliography with
appropriate referencing.
Format is mostly
consistent with the
expected written
product.
Material is adequately
presented in a clear and
logical manner. Some
items may be lacking
from the bibliography,
and references may not
always be cited
appropriately. Makes
some attempt to adhere
to the format of the
expected written
product.
Some material may not
be clearly or logically
presented. Bibliography
may be limited or
incomplete and
references not cited
appropriately. Makes
limited attempt to
adhere to the format of
the expected written
product.
Poor presentation and
organization.
Incomplete or otherwise
inadequate
bibliography. Makes no
attempt to adhere to the
format of the expected
written product.
Subtotal Score*
(out of 60)
Competencies addressed (maximum score 60):
Examiners should assess the degree to which the report addresses each of the competencies as indicated on the Cover Sheet of the report.
Competency 1 20
Exceptionally met. Fully met. Partially met, with
minor exceptions.
Partially met, with
major exceptions.
Not met.*
Competency 2 20
Exceptionally met. Fully met. Partially met, with
minor exceptions.
Partially met, with
major exceptions.
Not met.*
Competency 3 20
Exceptionally met. Fully met. Partially met, with
minor exceptions.
Partially met, with
major exceptions.
Not met.*
Total Score
(out of 120)
Comments:
(Examiners are strongly encouraged to provide comments even if revisions are not required. Specific comments may also be indicated on the report, which will be returned to the student.)
* Recommendations for revision:
(Examiners should provide specific recommendations for revision if the student is given a “fail” on the quality of the written product or any of the three competencies.)
26
Grading Rubric for the Capstone Report (3)
(All Other Written Products)
Notes to students and examiners:
This is the form that the examiners will use to assess each Capstone report. Each report will be assessed independently by two examiners.
Category
Category
Weight
Excellent Good Satisfactory Pass Fail
Percentage
Score
(out of 100)
Percentage
Score x
Category
Weight
A+ (90 – 100)
A (86 – 89)
A- (82 – 85)
B+ (78 – 81)
B (74 – 77)
B- (70 – 73)
C+ (66 – 69)
C (62 – 65)
C- (58 – 61)
D+ (54 – 57)
D (50 – 53)
F (0 – 49)
Quality of written product (maximum score 60):
Examiners should assess the overall quality of the written product based on the following criteria.
Background 10
Identifies an important
public health area
supported by a
comprehensive review
of the evidence, and
formulates a well-
defined area of enquiry.
Identifies an important
public health area that is
generally supported by
evidence, and
formulates a well-
defined area of enquiry.
Identifies a public health
area, but has limited
contextualization.
Weakly justifies the
public health relevance
with limited
contextualization.
Fails to justify the
public health relevance
with no
contextualization.
Objectives 5
Objectives are generally
SMART (specific,
measurable, appropriate,
realistic and time-
limited).
Most objectives are
SMART.
Some objectives are
SMART.
Objectives have been
defined but are unclear.
Lacks coherent
objectives.
Methods 10
Excellent use of
appropriate methods to
address the defined
objectives. Excellent
description of rationale
for methods used.
Good use of appropriate
methods to address the
defined objectives.
Convincing description
of rationale for methods
used.
Adequate use of
appropriate methods to
address the defined
objectives. Satisfactory
description of rationale
for methods used.
Methods used are not
always appropriate to
address the defined
objectives. The rationale
for methods used is not
clear.
Lacks appropriate
methods. No description
of rationale for methods
used.
Results 10
Very clear and
systematic summary of
results that follows from
the objectives and
methods.
Mostly clear and
systematic summary of
results that follows from
the objectives and
methods.
Satisfactory summary of
results that follows from
the objectives and
methods.
Limited and sometimes
incoherent summary of
results or expected
results.
Lacks coherent
summary of results or
expected results.
Discussion 10
Excellent synthesis and
interpretation of
findings. Clearly
describes the limitations
of the methods used and
how these limitations
could be addressed.
Makes a reasonable
attempt to synthesize
and interpret the
findings. Describes the
limitations of the
methods used and how
these limitations could
be addressed.
Makes some attempt to
interpret the findings.
Describes some
limitations of the
methods used.
Provides limited
interpretation of the
findings. Shows little
awareness of the
limitations of the
methods used.
Fails to synthesize
findings. Fails to
describe the limitations
of the methods used.
Recommendations
and Conclusion
10
Excellent discussion of
public health
implications. Makes
highly appropriate and
relevant
recommendations.
Shows excellent
awareness of how
findings should be
disseminated.
Clear and logical
discussion of public
health implications.
Makes appropriate and
relevant
recommendations.
Shows awareness of
how findings should be
disseminated.
Makes some attempt to
discuss public health
implications.
Recommendations may
not always be supported
by the findings. Shows
limited awareness of
how findings should be
disseminated.
Fails to clearly discuss
public health
implications. Makes
some assertions that do
not follow from the
findings.
Provides no coherent
discussion of public
health implications.
Provides no relevant
recommendations.

27
Category
Category
Weight
Excellent Good Satisfactory Pass Fail
Category Score
(out of 100)
Category Score
x Category
Weight
A+ (90 – 100)
A (86 – 89)
A- (82 – 85)
B+ (78 – 81)
B (74 – 77)
B- (70 – 73)
C+ (66 – 69)
C (62 – 65)
C- (58 – 61)
D+ (54 – 57)
D (50 – 53)
F (0 – 49)
Quality of Writing 5
All material is presented
in a very clear and
logical manner. Includes
a full bibliography with
appropriate referencing.
Format is highly
consistent with the
expected written
product.
Material is mostly
presented in a clear and
logical manner. Includes
a full bibliography with
appropriate referencing.
Format is mostly
consistent with the
expected written
product.
Material is adequately
presented in a clear and
logical manner. Some
items may be lacking
from the bibliography,
and references may not
always be cited
appropriately. Makes
some attempt to adhere
to the format of the
expected written
product.
Some material may not
be clearly or logically
presented. Bibliography
may be limited or
incomplete and
references not cited
appropriately. Makes
limited attempt to
adhere to the format of
the expected written
product.
Poor presentation and
organization.
Incomplete or otherwise
inadequate
bibliography. Makes no
attempt to adhere to the
format of the expected
written product.
Subtotal Score*
(out of 60)
Competencies addressed (maximum score 60):
Examiners should assess the degree to which the report addresses each of the competencies as indicated on the Cover Sheet of the report.
Competency 1 20
Exceptionally met. Fully met. Partially met, with
minor exceptions.
Partially met, with
major exceptions.
Not met.*
Competency 2 20
Exceptionally met. Fully met. Partially met, with
minor exceptions.
Partially met, with
major exceptions.
Not met.*
Competency 3 20
Exceptionally met. Fully met. Partially met, with
minor exceptions.
Partially met, with
major exceptions.
Not met.*
Total Score
(out of 120)
Comments:
(Examiners are strongly encouraged to provide comments even if revisions are not required. Specific comments may also be indicated on the report, which will be returned to the student.)
* Recommendations for revision:
(Examiners should provide specific recommendations for revision if the student is given a “fail” on the quality of the written product or any of the three competencies.)
28
Appendix IV. Template for Response to the Examiner’s Comments
Notes to students:
• If you are given a “fail” on the quality of the written product or any of the three
competencies, you are required to revise and resubmit your Capstone report, and
to provide a point-by-point response to the examiner’s recommendations for
revision.
• Please use the following template as a guide for your response letter.
• You should indicate where revisions have been made in the letter and within your
Capstone report (using the “track changes” function in your word processor).
• You should submit the following documents if a revision is required:
o Your point-by-point response to the examiner’s comments
o Your revised Capstone report, with changes marked
o A clean version of your revised Capstone report
o A revised Cover Sheet (with your Advisor’s endorsement)
Dear Examiner(s),
Re: Revisions to Capstone report, “[insert title of your report]”
Thank you for your valuable comments and suggestions for improvement. I have carefully
revised my report in light of your comments. Attached please find my point-by-point
response to your recommendations for revision. My responses are in italics. Any text from
the report is given in “quotation marks” and in bold. Any new text is underlined, and any
deleted text is indicated in strikethrough.
I hope that you find my responses and revisions satisfactory.
Yours sincerely,
[Insert your name]
Examiner 1
Comment 1:
[Copy Examiner 1’s first comment word for word.]
Response 1:
[Provide your response to this comment here. Indicate the relevant revisions that have been
made.]
Comment 2:
Response 2:
29
[and so on…]
Examiner 2
Comment 1:
Response 1:
[and so on…]