Making the case for workforce diversity in biomedical informatics to help achieve equity-centered care: a look at the AMIA First Look Program

Applying anti-racist approaches to informatics: a new lens on traditional frames

Health organizations and systems rely on increasingly sophisticated informatics infrastructure. Without anti-racist expertise, the field risks reifying and entrenching racism in information systems. We consider ways the informatics field can recognize institutional, systemic, and structural racism and propose the use of the Public Health Critical Race Praxis (PHCRP) to mitigate and dismantle racism in digital forms. We enumerate guiding questions for stakeholders along with a PHCRP-Informatics framework. By focusing on (1) critical self-reflection, (2) following the expertise of well-established scholars of racism, (3) centering the voices of affected individuals and communities, and (4) critically evaluating practice resulting from informatics systems, stakeholders can work to minimize the impacts of racism. Informatics, informed and guided by this proposed framework, will help realize the vision of health systems that are more fair, just, and equitable.

Racism and Electronic Health Records (EHRs): Perspectives for research and practice

Informatics researchers and practitioners have started exploring racism related to the implementation and use of electronic health records (EHRs). While this work has begun to expose structural racism which is a fundamental driver of racial and ethnic disparities, there is a lack of inclusion of concepts of racism in this work. This perspective provides a classification of racism at 3 levels-individual, organizational, and structural-and offers recommendations for future research, practice, and policy. Our recommendations include the need to capture and use structural measures of social determinants of health to address structural racism, intersectionality as a theoretical framework for research, structural competency training, research on the role of prejudice and stereotyping in stigmatizing documentation in EHRs, and actions to increase the diversity of private sector informatics workforce and participation of minority scholars in specialty groups. Informaticians have an ethical and moral obligation to address racism, and private and public sector organizations have a transformative role in addressing equity and racism associated with EHR implementation and use.

Integrating health disparities content into health informatics courses: a cross-sectional survey study and recommendations

Objective

To assess the extent to which health disparities content is integrated in multidisciplinary health informatics training programs and examine instructor perspectives surrounding teaching strategies and challenges, including student engagement with course material.

Materials and Methods

Data for this cross-sectional, descriptive study were collected between April and October 2019. Instructors of informatics courses taught in the United States were recruited via listservs and email. Eligibility was contingent on course inclusion of disparities content. Participants completed an online survey with open- and closed-ended questions to capture administrative- and teaching-related aspects of disparities education within informatics. Quantitative data were analyzed using descriptive statistics; qualitative data were analyzed using inductive coding.

Results

Invitations were sent to 141 individuals and 11 listservs. We obtained data from 23 instructors about 24 informatics courses containing health disparities content. Courses were taught primarily in graduate-level programs (n = 21, 87.5%) in informatics (n = 9, 33.3%), nursing (n = 7, 25.9%), and information science (n = 6, 22.2%). The average course covered 6.5 (range 2-13) social determinants of health; socioeconomic status and race/ethnicity (both n = 21, 87.5%) were most frequently addressed. Instructors described multiple obstacles, including lack of resources and time to cover disparities topics adequately, topic sensitivity, and student-related challenges (eg, lack of prior understanding about disparities).

Discussion

A foundational and translational knowledge in health disparities is critical to a student's ability to develop future equitable informatics solutions. Based on our findings, we provide recommendations for the intentional and required integration of health disparities-specific content in informatics curricula and competencies.

Picture a data scientist: a call to action for increasing diversity, equity, and inclusion in the age of AI

The lack of diversity, equity, and inclusion continues to hamper the artificial intelligence (AI) field and is especially problematic for healthcare applications. In this article, we expand on the need for diversity, equity, and inclusion, specifically focusing on the composition of AI teams. We call to action leaders at all levels to make team inclusivity and diversity the centerpieces of AI development, not the afterthought. These recommendations take into consideration mitigation at several levels, including outreach programs at the local level, diversity statements at the academic level, and regulatory steps at the federal level.

Informatics education for translational research teams: An unrealized opportunity to strengthen the national research infrastructure

Objective

To identify the informatics educational needs of clinical and translational research professionals whose primary focus is not informatics.

Introduction

Informatics and data science skills are essential for the full spectrum of translational research, and an increased understanding of informatics issues on the part of translational researchers can alleviate the demand for informaticians and enable more productive collaborations when informaticians are involved. Identifying the level of interest in different topics among various types of of translational researchers will help set priorities for development and dissemination of informatics education.

Methods

We surveyed clinical and translational science researchers in Clinical and Translational Science Award (CTSA) programs about their educational needs and preferences.

Results

Researchers from 23 out of the 62 CTSA hubs responded to the survey. 67% of respondents across roles and topics expressed interest in learning about informatics topics. There was high interest in all 30 topics included in the survey, with some variation in interest depending on the role of the respondents.

Discussion

Our data support the need to advance training in clinical and biomedical informatics. As the complexity and use of information technology and data science in research studies grows, informaticians will continue to be a limited resource for research collaboration, education, and training. An increased understanding of informatics issues across translational research teams can alleviate this burden and allow for more productive collaborations. To inform a roadmap for informatics education for research professionals, we suggest strategies to use the results of this needs assessment to develop future informatics education.