Learning through inquiry: a Global Health Hackathon

The role of the university library in creating inclusive healthcare hackathons: A case study with design-thinking processes

“…al., 2018;Decker, et. al., 2015;Duhring, 2014;Kienzler & Fontanesi, 2017) To make it easier to describe hackathons to healthcare professionals--healthcare administrators, physicians, nurses, etc.--unfamiliar with the concept but whose buy-in would be needed to support such events, Silver, et. al. define the term healthcare hackathon as "a competitive event (live or virtual) that has three specific goals--accelerating the innovation of medical solutions, improving the design in the beginning stages, and supporting educational training for all participants--and aims to accomplish them by focusing on a specific problem (pain point), bringing together in an open innovation format (internal and external resources) an interdisciplinary group of individuals (hackers) that include, but are not limited to, physicians and other healthcare professionals, data scientists, engineers, user interface designers, business professionals, students and other stakeholders who work in teams and follow a process to develop initial prototypes, pitch them to a panel of judges experienced in innovation and quickly alter them according to the feedback (pivoting)."…”

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“…As with the general term of hackathon, there is also a proliferation in the use of civic hackathon as a term, but at their core, they are similar events of diverse groups of people, e.g., IT specialists, collaboration, which can exist on the organizational level as well as the individual, team, or network level (Bouncken, Gast, Kraus, & Bogers, 2015). Besides competition, collaboration is an inherent characteristic of hackathons (Almirall et al, 2014;Briscoe & Mulligan, 2014;Granados & Pareja-Eastaway, 2019;Hartmann et al, 2019aHartmann et al, , 2019bKienzler & Fontanesi, 2017;Leckart, 2012;Pe-Than et al, 2019;Rosell, Kumar, & Shepherd, 2014). Furthermore, hackathons are regarded as one of the most widespread collaborative practices (Granados & Pareja-Eastaway, 2019).…”

“…The concept of radical collocation also incorporates cooperation in teams. The third attribute is the hackathon's duration as an intense, short-term, time-bound event (Chowdhury, 2018;Kienzler & Fontanesi, 2017;Lodato & DiSalvo, 2015;Pe-Than et al, 2019;Pe-Than & Herbsleb, 2019). As the fourth and fifth attributes, the hackathon event includes two processes: it starts with a creation process and is followed by a ceremony process (Halvari et al, 2019).…”

Reflections on Experiential Learning in an Undergraduate Global Health Course

“…here are ongoing discussions on how to make global health educational courses and programs meet the core requirements for public health and better prepare students through experiential learning (Friedman & Rigby, 2012;Hoffman & Silverberg, 2015;Kienzler & Fontanesi, 2017;Wilson et al, 2014). These discussions are fueled by the recent interest in effective global health education across North America (Drain et al, 2017;Lencucha & Mohindra, 2014;Withers et al, 2016).…”