Hackathon challenge as a pedagogical tool to teach interdisciplinary problem-solving skills for population health

Background: Effectively addressing complex challenges involving population health often requires interdisciplinary action. Teaching both the value and the skills to collaborate effectively across disciplines can better equip students to lead and develop solutions to a range of complex challenges.   Methods: : The Biosecurity and Pandemic Resilience   course deployed Hackathon, which utilizes Stanford's Design Thinking methodology. In the winter of 2020, Hackathon challenged 187 students to devise implementable solutions that decrease the transmission of COVID-19. Post Hackathon, students responded to an anonymous survey reflecting on their experience. Results: : Students developed 52 solutions to help manage the COVID-19 outbreak. Most students (58%) specifically cited the interdisciplinary approach and diverse group expertise as their most valuable takeaway, and 68% of students indicated that given proper resources they would continue working to implement their project. Conclusions: : The Hackathon challenge utilizing Design Thinking curriculum can be a valuable tool in equipping students to address complex population health issues and can also be deployed in other contexts. The authors plan to further enhance and adapt the Hackathon challenge to explore additional use cases.