Lida Najafgholi Joghani
1,2 
, Mina Mahami-Oskouei
2 , Vahideh Zarea Gavgani
1,2 * , Ali Jafari-Khounigh
3 , Rahim Khodayari-Zarnaq
4 , Saeideh Ghaffarifar
5 1 Tabriz Health Services Management Research Center, Tabriz University of Medical Sciences, Tabriz, Iran
2 Department of Medical Library and Information Science, School of Management and Medical Informatics, Tabriz University of Medical Sciences, Tabriz, Iran
3 Department of Statistics and Epidemiology, Faculty of Health, Tabriz University of Medical Sciences, Tabriz, Iran
4 Department of Health Policy and Management, School of Management and Medical Informatics, Tabriz University of Medical Sciences, Tabriz, Iran
5 Medical Education Research Center, Tabriz University of Medical Sciences, Tabriz, Iran
Abstract
Background. Active teaching and learning methods can significantly enhance teaching effectiveness. Despite the emphasis in numerous studies, library and information science faculty members continue to use traditional passive teaching methods, such as lectures. This policy brief aims to highlight the importance of and strategies to utilization of innovative and active teaching methods in the curriculum for enhancement of education.
Methods. To prepare this policy brief, evidence from an original cross-sectional descriptive study and data collected from previously published studies in databases were used. To provide internal evidence, a multi-instrument cross-sectional study was conducted, gathering teaching methods employed by faculty members from various universities through a field study and questionnaire. In the next stage, a focus group discussion was conducted using applied teaching methods through interviews with 10 experts (faculty members and experts in the field of higher education), continuing until theoretical saturation was reached. To collect external evidence, a systematic review and search of published literature were conducted using MeSH keywords in Scopus, ERIC, Google Scholar, and the Iranian databases of SID and Magiran.
Results. Policy options were extracted, including revising the medical library and information education curriculum, developing active teaching skills among faculty members, and establishing an evaluation system and educational incentives.
Conclusion. Considering the expansion and application of modern and active teaching methods and the benefits of such teaching methods in the learning rate of learners, it is necessary to revise the curriculum of the medical library and information science field and include the active teaching method in the lesson plan of each course, and the groups should also take action to ensure the proper implementation of the use of active methods through educational evaluation and monitoring and providing the necessary incentives for promoting the faculty and providing educational grants.
Extended Abstract
Background
In today's world, higher education is of utmost importance. Any country with an effective and efficient higher education system can take practical steps in various political, social, economic, and cultural dimensions, providing the conditions for the country's sustainable development. When it comes to higher education, concepts such as teacher and especially teaching appear much more than other relevant variables. In the past, the image that stood out most about teaching at the university was the professor's lecture at the class desk for students, in which students were passively engaged in receiving information and decoding it. However, many studies have now questioned the effectiveness of this method alone. In contrast, recent research supports teaching methods that involve students participating interactively in educational activities, as active engagement in classroom processes promotes and facilitates deeper levels of thinking.
Methods
To prepare this policy brief, evidence from an original cross-sectional descriptive study and data collected from previously published studies in databases were used. To collect external evidence, a systematic review and search of published texts were conducted using MeSH keywords such as "teaching methods" and "library and information sciences" in external databases, including Scopus, ERIC, and the Google Scholar search engine, as well as Iranian databases SID and Magiran. To provide internal evidence, a multi-instrument cross-sectional study was used in which the teaching methods used by faculty members of different universities were obtained through a field study and a questionnaire with open-ended questions about the teaching methods used by the members to teach each of the courses in the field, and in the next stage, in the form of a focus group discussion, applied teaching methods were conducted through interviews with 10 experts (faculty members and experts in the field of higher education) until theoretical saturation was reached. The meetings were held online in the Adobe Connect environment in three sessions. In each session, practical teaching methods for different courses in the field were discussed and exchanged. Finally, the results of the group discussion's opinion saturation were compiled into a checklist and provided to several faculty members, allowing them to offer any corrective comments and make the desired amendments.
Results
The results of the study showed that the field of medical library and information science needs changes in its structure and curricula to coordinate and update its activities and skills with the rapidly changing world. One of these changes is the adoption of active and modern teaching methods, replacing traditional approaches. The results of this study have been categorized into six proposed policy options, each with its specific advantages, disadvantages, potential obstacles, and implementation requirements. These six options are:
1. Revising the structure of curriculum programs and syllabi
Implementing this policy requires each course to mandate at least one active teaching method. The assessment bodies and the Medical Education Council Secretariat should update curriculum evaluation criteria to emphasize active methods as key indicators. Course syllabi should specify 3 to 6 suitable active teaching techniques, encouraging instructors to use a mix of methods instead of relying solely on lectures. Additionally, the Education Development Center (EDC/EDO) and university educational offices should develop and publish standard guidelines for active curriculum design and provide necessary financial and technical support for the revision process.
2. Developing active teaching skills among faculty members
A significant reason for the slow adoption of innovative and effective teaching methods is the outdated knowledge of faculty members regarding modern pedagogical techniques and their limited skills in implementing them. Many professors rely on traditional approaches, such as lectures, due to limited training in active learning methods, including problem-based learning (PBL), team-based learning (TBL), flipped classrooms, and blended learning. Therefore, designing mandatory specialized training programs on these methods should be a priority in medical education policy, with successful completion serving as a prerequisite for promotion or the accrual of research points. The Education Development Center (EDC/EDO) and university academic offices should regularly organize capacity-building courses and incentivize participation through rewards and promotion points, as improving faculty teaching skills is essential for sustainable educational quality improvement.
3. Continuous assessment and feedback
Changing faculty teaching behaviors is difficult without a strong monitoring and incentive system. To promote widespread improvement, quality assessment criteria should be redefined to include the use of active methods. Rewards, certification in modern teaching, and promotion credits for top educators can motivate change. The Education Development Center (EDC/EDO) and university offices should develop standard evaluation tools and feedback models, conduct training workshops, and facilitate the implementation of continuous assessment policies. Formal regulations institutionalizing ongoing evaluation as a legal requirement are also essential. Additionally, evaluation bodies should incorporate continuous assessment indicators into curriculum and faculty evaluations.
4. Establishing a policy requiring educational reporting
To implement this policy, universities' academic offices and EDC/EDO centers are recommended to develop an electronic system for reporting educational activities, enabling faculty to record their teaching, assessment, and feedback systematically. Data analysis from this system should inform university decision-making. Additionally, department managers should oversee the documentation of faculty activities and periodically collect and review reports, thereby enhancing transparency and improving the quality of educational decisions at the departmental level.
5. Establishing a policy of encouragement and motivation
EDC/EDO and university academic offices can motivate faculty by designing a university-wide ranking system that offers both financial and non-financial rewards, such as research opportunities, reduced teaching loads, or access to research facilities, based on transparent, fair, and verifiable data. Department managers should also establish internal recognition systems, such as awards or recognition in meetings, and incorporate innovative teaching activities into annual performance evaluations. Additionally, national policies and awards for educational performance, as well as including innovative teaching indicators in university ranking criteria, can foster a broader culture of motivation.
6. Facilitation of infrastructure and facilities
To implement this policy, EDC/EDO and university offices should invest in updating educational spaces with smart boards, recording systems, e-learning platforms, and simulation environments. A maintenance and technical support plan is necessary, along with training for faculty and staff to ensure effective use of these infrastructures.
Conclusion
Active teaching and learning methods can significantly increase teaching effectiveness. Research has shown that these types of methods can help improve understanding of concepts, increase motivation, and strengthen critical thinking skills. Today, there are numerous methods of teaching and learning. Which method is used for which lesson and when depends on the educational goals, the suitability of the method for conveying the material, and the ability of the faculty member to implement it. The faculty member should select the most suitable method for optimal teaching, taking into account the educational goals, teaching content, learners' needs and interests, available facilities (time, space, equipment), and other relevant factors. A review of the research background inside and outside Iran and the results of the focus group discussion of this study show that professors should change their attitudes in choosing their teaching methods and become more inclined from traditional teacher-centered methods to active, learner-centered methods, as well as methods that are based on the facilities and advances of contemporary technology.
Practical Implications of Research
Based on the results of this study, the following policy recommendations can be used in educational policymakers' decision-making to improve teaching methods and empower the medical informatics education system: 1) revising the structure of curricula and syllabi, 2) developing active teaching skills among faculty members, 3) continuous assessment and feedback, 4) establishing a policy requiring educational reporting, 5) establishing an incentive and motivation policy, and 6) facilitating infrastructure and facilities.