Outcomes from an Intercollegiate Client-Centered Interprofessional Occupation-Based Assistive Technology Hackathon: A Pilot Program Evaluation
| Title: | Outcomes from an Intercollegiate Client-Centered Interprofessional Occupation-Based Assistive Technology Hackathon: A Pilot Program Evaluation |
|---|---|
| Language: | English |
| Authors: | Kevin Berner, Jennifer C. Buxton, Loren F. McMahon |
| Source: | Journal of Occupational Therapy Education. 2024 8(4). |
| Availability: | Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Program Evaluation, Assistive Technology, Disabilities, Professionalism, Individual Development, Problem Solving, Innovation, Occupational Therapy, Health, Engineering Education, Ethics, College Students, Partnerships in Education, School Community Relationship, Communities of Practice, Intercollegiate Cooperation |
| Geographic Terms: | Massachusetts |
| ISSN: | 2573-1378 |
| Abstract: | Assistive technology (AT) supports engagement for individuals with disabilities by improving independence in daily living tasks, work and productive activities, learning activities, and societal participation. However, for many individuals, access to AT is limited due to high costs, device availability, and inability to be customized. The Maker Movement and hackathons provide an opportunity to educate health profession students, design students, and community members about AT while engaging these stakeholders in addressing unmet AT needs for individuals with disabilities. The current study examines outcomes from an Intercollegiate Assistive Technology Hackathon. Nine co-designers (community members with disabilities) and 36 students from three universities participated in a seven-day hybrid voluntary hackathon to develop a client-centered and contextually relevant custom solution for a daily living challenge. Students, co-designers, and stakeholders gathered virtually to review the ten project pitches. Student preferences were identified, and event co-chairs curated teams. Hack teams collaborated virtually and in person at university-sponsored maker spaces to further define the challenge, ideate possible solutions, develop a prototype, test the prototype, and, in some cases, create a final product. Each team developed a collaborative solution. Personal and professional growth was reported by 95.2% of the student respondents. Solutions and additional outcomes are discussed and recommendations for future hackathons are shared. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1447663 |
| Database: | ERIC |
| ISSN: | 2573-1378 |
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| Published in: | Journal of Occupational Therapy Education |
| Language: | English |