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Hacking Hackathons: Preparing the next generation for the multidisciplinary world of healthcare technology
•Hackathons are increasingly used as a model for cross-disciplinary collaboration and learning in healthcare.•Hackathons have the potential to provide high school students with powerful authentic learning experiences.•Highschool student participants were empowered by the interdisciplinary experience...
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| Published in: | International journal of medical informatics (Shannon, Ireland) Ireland), 2018-04, Vol.112, p.1-5 |
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| Main Authors: | , , , , , , , , , |
| Format: | Article |
| Language: | English |
| Subjects: | |
| Citations: | Items that this one cites Items that cite this one |
| Online Access: | Get full text |
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| Summary: | •Hackathons are increasingly used as a model for cross-disciplinary collaboration and learning in healthcare.•Hackathons have the potential to provide high school students with powerful authentic learning experiences.•Highschool student participants were empowered by the interdisciplinary experience during a Hackathon.•Knowledge and skills gained from a hackathon can be applied in real world settings.•Addressing participant expectations prior to a hackathon is an important area for improvement of future hackathon events.
Machine learning in healthcare, and innovative healthcare technology in general, require complex interactions within multidisciplinary teams. Healthcare hackathons are being increasingly used as a model for cross-disciplinary collaboration and learning. The aim of this study is to explore high school student learning experiences during a healthcare hackathon. By optimizing their learning experiences, we hope to prepare a future workforce that can bridge technical and health fields and work seamlessly across disciplines.
A qualitative exploratory study utilizing focus group interviews was conducted. Eight high school students from the hackathon were invited to participate in this study through convenience sampling Participating students (n = 8) were allocated into three focus groups. Semi structured interviews were completed, and transcripts evaluated using inductive thematic analysis.
Through the structured analysis of focus group transcripts three major themes emerged from the data: (1) Collaboration, (2) Transferable knowledge and skills, and (3) Expectations about hackathons. These themes highlight strengths and potential barriers when bringing this multidisciplinary approach to high school students and the healthcare community.
This study found that students were empowered by the interdisciplinary experience during a hackathon and felt that the knowledge and skills gained could be applied in real world settings. However, addressing student expectations of hackathons prior to the event is an area for improvement. These findings have implications for future hackathons and can spur further research into using the hackathon model as an educational experience for learners of all ages. |
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| ISSN: | 1386-5056 1872-8243 |
| DOI: | 10.1016/j.ijmedinf.2017.12.020 |