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The Roles of Biomedical Informatics for an Equitable Learning Health System: Lessons from a Year of Scientific
Humayera Islam1, Pushkala Jayarman2, Nick Reid3
1The University of Chicago Division of the Biological Sciences, Institute for Population and Precision Health, Illinois, United States, Chicago.
Biomedical informatics is crucial for learning health systems (LHSs) to improve care. Ensuring health equity requires intentional design within the LHS cycle to address data disparities and promote inclusive, accountable outcomes for all populations.
Area of Science:
- Biomedical Informatics
- Health Equity
- Learning Health Systems
Background:
- Biomedical informatics is essential for learning health systems (LHSs) to translate data into actionable knowledge for continuous care improvement.
- Existing healthcare data often reflect disparities, raising concerns about the equitable impact of LHSs without intentional design.
- The integration of health equity principles is critical for LHSs to address and mitigate these disparities.
Purpose of the Study:
- To identify and describe the prevalence of health equity as a theme in recent biomedical informatics literature.
- To analyze how biomedical informatics contributes to or hinders health equity within the learning health system framework.
- To synthesize findings from a selected sample of articles from the 2025 AMIA Year in Review (YIR).
Main Methods:
- A convenience sample of 240 articles submitted for the 2025 AMIA Year in Review (YIR) was initially reviewed.
- Articles were organized into themes, with many aligning with the learning health system concept.
- Expert review was applied to distill 56 relevant papers from nine themes focusing on biomedical informatics and health equity.
Main Results:
- Biomedical informatics can support health equity across all stages of the learning health system (LHS) cycle.
- Mature LHS implementations demonstrate how learning cycles can be intentionally designed for equity.
- Equitable data representation, natural language processing, AI, trust, justice, and access are interdependent factors for equitable LHS operation.
Conclusions:
- Health equity is a fundamental condition that influences every phase of the LHS cycle.
- The success of informatics interventions must be evaluated not only on technical merit but on their ability to foster inclusive, accountable, and equitable learning cycles.
- Prioritizing equity in the design and implementation of LHSs is paramount for achieving just healthcare outcomes.
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