To other new educational ways for interdisciplinary cooperation and innovation: about a student-driven hackathon

Abstract

Background Teaching and learning interdisciplinarity are key features in medical education, to prepare students to their future practice. Hackathons are an innovative approach to promote team working and demonstrated an interest in higher education through inquiry-based learning. A multi-skilled team of students and young professionals organized the first hybrid presential-online neurorehabilitation hackathon (adapting to the COVID-19 pandemics), within the joined 2020 WCNR-SOFMER congress. Methods Interdisciplinary teams worked during two days on concrete problematics met by people with a disability and their caregivers, accompanied by interdisciplinary mentors to put forward tangible solutions. An independent jury selected the winning project. Results HRL met the expectations of 96% of the 31 participants. They reported better knowledge and ability about teamwork, ethics, and patient-centered approaches. Conclusions HRL allowed the creation of a strong interdisciplinary and international network which will be valuable to foster innovation. It showed its interest in the training of students and juniors for cooperation, communication, creativity in innovation, and health ethics. Hackathons can be original tools to promote interprofessional education and inquiry-based learning.