Abstract
Postgraduate research training plays a pivotal role in preparing complementary medicine graduates for evidence-based professional practice. Capstone projects serve as a critical bridge between academic learning and professional practice. While capstone’s pedagogical value is well-recognised, limited research captures students’ perspectives on the capstone process in complementary medicine education contexts. The conceptual framework anchored in this study was the Invitational Education and the Technological Pedagogical Content Knowledge model. A qualitative descriptive case study design was adopted. Participants completed reflective diaries containing open-ended prompts about their capstone experiences. Responses were analysed using Braun and Clarke’s six-step thematic analysis. Analysis revealed three overarching themes: (1) Academic and Research Skill Development; (2) Time, Life, and Workload Management, and (3) Support Systems and Personal Transformation. Students’ accounts reveal the capstone project as both a challenging and transformative component of postgraduate health sciences education. The findings emphasise the importance of structured support systems, clear guidance, and pedagogical approaches that foster autonomy and maintain high academic standards. These insights can inform curriculum refinements and supervision strategies to optimise student learning and professional development.