Background Innovation and entrepreneurship training are increasingly recognized as being important in medical education. However, the lack of faculty comfort with the instruction of these concepts as well as limited scholarly recognition for this work has limited the implementation of curricula focused on these skills. Furthermore, this lack of familiarity limits the inclusion of practicing physicians in health care innovation, where their experience is valuable. Hackathons are intense innovation competitions that use gamification principles to increase comfort with creative thinking, problem-solving, and interpersonal collaboration, but they require further exploration in medical innovation. Objective To address this, we aimed to design, implement, and evaluate a health care hackathon with 2 main goals: to improve emergency physician familiarity with the principles of health care innovation and entrepreneurship and to develop innovative solutions to 3 discrete problems facing emergency medicine physicians and patients. Methods We used previously described practices for conducting hackathons to develop and implement our hackathon (HackED!). We partnered with the American College of Emergency Physicians, the Stanford School of Biodesign, and the Institute of Design at Stanford (d.school) to lend institutional support and expertise in health care innovation to our event. We determined a location, time frame, and logistics for the competition and settled on 3 use cases for teams to work on. We planned to explore the learning experience of participants within a pragmatic paradigm and complete an abductive thematic analysis using data from a variety of sources. Results HackED! took place from October 1-3, 2022. In all, 3 teams developed novel solutions to each of the use cases. Our investigation into the educational experience of participants suggested that the event was valuable and uncovered themes suggesting that the learning experience could be understood within a framework from entrepreneurship education not previously described in relation to hackathons. Conclusions Health care hackathons appear to be a viable method of increasing physician experience with innovation and entrepreneurship principles and addressing complex problems in health care. Hackathons should be considered as part of educational programs that focus on these concepts.

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BACKGROUND Complications of pregnancy are common emergency department (ED) complaints. Care for pregnant patients will be significantly impacted by the increasing individual state level restrictions on reproductive healthcare following the repeal of Roe v. Wade. To address these changes, the population of pregnant patients must be clearly understood, but this population is not well-described in the literature. OBJECTIVE We aimed to estimate the number of ED visits for pregnant patients in the United States and determine the characteristics of this population using a national sample. METHODS We conducted a secondary analysis of the 2010-2020 National Hospital Ambulatory Medical Care Survey (NHAMCS), a survey designed to capture a nationally representative sample of ED visits. We evaluated visits for female patients 15-44 years old in this sample and identified visits with pregnant patients based on discharge diagnosis codes. We compared the characteristics of pregnant to non-pregnant patients and estimated the number of new pregnancies diagnosed in the ED. Using multivariable logistic regression, we determined visit characteristics associated with visits for pregnant patients versus non-pregnant patients. RESULTS The 2010-2020 NHAMCS database included 255,963 visits (weighted n = 1,502,215,000), and 59,080 visits among women ages 15-44 (weighted n=353,012,00). Pregnant patients accounted for 3.0% (95% CI 2.7-3.2) of all ED visits and 8.6% (95% CI, 8-9.3) of visits for female patients ages 15-44. This is equivalent to approximately 2.77 million visits for pregnant patients annually. Pregnant patients presenting for care were more likely to be publicly insured, Hispanic, or Black. We estimated that pregnancy was first diagnosed during 13.3% (95% CI 11.8-14.9) of ED visits for pregnant patients. CONCLUSIONS A large number for pregnant patients present for care in the ED annually. Given the potential effects of the overturn of Roe v. Wade on pregnant patients, ED-based interventions should be considered to address changes in availability of healthcare resources.

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BACKGROUND Innovation and entrepreneurship training are increasingly recognized as important in medical education. However, lack of faculty comfort with instruction of these concepts has limited the implementation of curricula focused on these skills. Furthermore, this lack of familiarity limits the inclusion of practicing physicians in healthcare innovation, where their experience is valuable. Hackathons are intense innovation competitions that use gamification principles to increase comfort with creative thinking, problem solving, and interpersonal collaboration, but they require further exploration in medical innovation. OBJECTIVE To address this, we aimed to design, implement, and evaluate a healthcare hackathon with 2 main goals: To improve emergency physician familiarity with the principles of healthcare innovation and entrepreneurship and to develop innovative solutions to 3 discrete problems facing emergency medicine physicians and patients. METHODS We used previously described practices for conducting hackathons to develop and implement of our hackathon (HackED!). We partnered with the American College of Emergency Physicians, the Stanford School of Biodesign, and the Stanford Institute of Design to lend institutional support and expertise in healthcare innovation to our event. We determined a location, timeframe, and logistics for the competition and settled on three use cases for teams to work on. We planned to explore the learning experience of participants within a pragmatic paradigm and complete an abductive thematic analysis using data from a variety of sources. RESULTS HackED! took place from October 1-3, 2022. 3 teams developed novel solutions to each of the use cases. Our investigation into the educational experience of participants suggested the event was valuable and uncovered themes suggesting that the learning experience could be understood within a framework from entrepreneurship education not previously described in relation to hackathons. CONCLUSIONS Healthcare hackathons appear to be a viable method of increasing physician experience with innovation and entrepreneurship principles and addressing complex problems in healthcare. They should be considered as part of educational programs that focus on these concepts.