Stimulating innovation through the hackathon concept in paediatrics: our experience at the Aga Khan University

Madhani, Sarosh Irfan; Farooqi, Walid Hussain; Mian, Afsar

doi:10.1136/archdischild-2017-313648

Cited by 12 publications

(17 citation statements)

References 4 publications

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“…Additionally, use of innovation in emergency care research in LMICs could be better fostered through engagement of diverse personnel and social media, as has been demonstrated in medical hack-a-thons 26. Such events in India, Pakistan and Uganda have generated innovative ideas that have been used as launch pads for internally and externally funded research projects 27. These platforms are a novel model to support implementation of research that intersects with traditional and non-traditional clinical research personnel and designs.…”

Section: Emergency Care Research In Lmics: Challenges and Strategiesmentioning

confidence: 99%

Clinical emergency care research in low-income and middle-income countries: opportunities and challenges

et al. 2019

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Disease processes that frequently require emergency care constitute approximately 50% of the total disease burden in low-income and middle-income countries (LMICs). Many LMICs continue to deal with emergencies caused by communicable disease states such as pneumonia, diarrhoea, malaria and meningitis, while also experiencing a marked increase in non-communicable diseases, such as cardiovascular diseases, diabetes mellitus and trauma. For many of these states, emergency care interventions have been developed through research in high-income countries (HICs) and advances in care have been achieved. However, in LMICs, clinical research, especially interventional trials, in emergency care are rare. Furthermore, there exists minimal research on the emergency management of diseases, which are rarely encountered in HICs but impact the majority of LMIC populations. This paper explores challenges in conducting clinical research in patients with emergency conditions in LMICs, identifies examples of successful clinical research and highlights the system, individual and study design characteristics that made such research possible in LMICs. Derived from the available literature, a focused list of high impact research considerations are put forth.

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Section: Emergency Care Research In Lmics: Challenges and Strategiesmentioning

confidence: 99%

Clinical emergency care research in low-income and middle-income countries: opportunities and challenges

et al. 2019

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“…We retrieved 127 publications from additional searches (ie, citation searching and the complementary open call), with a further 11 publications included in this review. In total, we included 42 studies in this review,7 8 18–57 with 39 studies (93%) focusing on developing social innovations 7 8 18–20 22–42 44–53 55–57. The PRISMA flowchart is presented in online supplemental figure 1.…”

Section: Resultsmentioning

confidence: 99%

“…In total, 41 studies (98%) reported the number of designathon participants 7 8 18–53 55–57. The median number of individuals participating in designathons was 49 (IQR 34–90, range 6–434), and the median number of teams was 8 (IQR 5–14.5, range 2–40).…”

Section: Resultsmentioning

confidence: 99%

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Designathons in health research: a global systematic review

Tieosapjaroen,

Chen,

Ritchwood

et al. 2024

BMJ Glob Health

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IntroductionA designathon is a three-stage participatory activity informed by design thinking. There is a growing literature on designathons in health. This study synthesised designathons’ effectiveness and implementation-related factors to address health challenges.MethodsWe searched Cochrane Library, Embase, PubMed, Scopus and the ClinicalTrials.gov registry for articles containing primary data on designathons for health from their dates of inception to 29 November 2022. We retrieved additional studies from citation searching and a complementary open call. We synthesised data on designathons’ effectiveness (ie, engagement, outputs and implementation), required resources and implementation-related factors (ie, resources, facilitators, barriers, strengths and limitations). We assessed the risk of bias using a checklist adapted from Joanna Briggs Institute Critical Appraisal tools.ResultsIn total, 4973 citations were identified, and 42 studies were included. In total, 26 studies (62%) were from high-income countries. The median number of total participants was 49, divided into a median of 8 teams. The duration of the intensive collaboration phase ranged from 3 hours to 7 days. Common evaluation criteria were feasibility, innovation and impact. Idea and prototype outputs included mobile phone applications, educational programmes and medical devices. Interventions developed from a designathon was estimated to be highly cost-effective. The most common facilitators were interdisciplinary participants and high-quality mentorship. The most common barriers were suboptimal execution of the events, difficulties in balancing interdisciplinary participants across teams and limited support for participants along the process. There were limited data on required resources and further implementation of solutions after designathons.ConclusionGiven designathons’ adaptability in terms of budget, mode of delivery, type of output and involvement of diverse participants, including end users, designathons can be implemented in a wide range of contexts to address various health issues.PROSPERO registration numberCRD42023389685.

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“…Early hackathons occurred in software design companies in order to create programming code. In recent years, this has expanded to different areas, resulting in products designed to improve the quality of life for those affected by dementia (DementiaHack, 2014), improve university curriculum (Saffari et al, 2018), optimize pediatric hospital waiting areas (Madhani et al, 2017), assess intergenerational cooperation models between young and older adults (Kopeć et al, 2018), and to develop interactive cancer care companions (Walker & Ko, 2016). An example in the educational setting is the Assistive Technology Hack-A-Thon (ATHack) at the Massachusetts Institute of Technology, which occurs each spring semester.…”

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confidence: 99%

Novel Approaches to Teaching Aging and Disability: Active Learning Through Design and Exploration

Revell

Ayotte

2020

Int J Aging Hum Dev

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Active learning emphasizes student engagement and collaboration instead of more passive learning, which involves primarily listening to lectures in the classroom setting. The benefits of active learning are many with an emphasis on the expansion of higher-order processing and critical thinking skills. Active learning can be found in many best practice approaches in the Medicine, Science, Engineering, and Mathematics (MSTEM) fields. Hack-a-thon and hack events are examples of active learning. These are gaining popularity in research institutes, and specifically in engineering, computer science, business, and healthcare settings. Wikipedia defines hack-a-thon as the blending of the words “hack,” referring to exploratory programming, and “marathon,” referring to a timed event. This article describes a hack-a-thon approach for active learning in the classroom setting.

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Stimulating innovation through the hackathon concept in paediatrics: our experience at the Aga Khan University

Cited by 12 publications

References 4 publications

Clinical emergency care research in low-income and middle-income countries: opportunities and challenges

Clinical emergency care research in low-income and middle-income countries: opportunities and challenges

Designathons in health research: a global systematic review

Novel Approaches to Teaching Aging and Disability: Active Learning Through Design and Exploration

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