Extended Abstract
Background
In the current era, the rapid acceleration of scientific and technological advancements has rendered the continuous revision of educational programs an imperative. Studies have demonstrated a direct correlation between the quality of education and the professional competencies of graduates. The discipline of Medical Librarianship and Information Science, as a vital link within the health system, plays a key role in managing medical information, supporting clinical decision-making, and facilitating access to reliable resources. However, the current curriculum, last revised in 2017, has not kept pace with rapid technological developments and the evolving needs of the health system.
The primary challenge is that existing curricula fail to meet the complex demands of professional healthcare environments. Numerous studies have emphasized that current educational content suffers from fundamental misalignments regarding modern technologies and the skills required by the labor market. Consequently, this has led to reduced efficiency among graduates in real-world settings and an inability to meet the information needs of healthcare teams.
The magnitude of this issue is further underscored by the growing volume of medical information and the necessity for its effective management. As the health system increasingly shifts toward evidence-based decision-making, the inefficiency of current educational programs can have significant negative impacts on the quality of healthcare services. Therefore, periodic and targeted curriculum revisions can substantially bridge this educational gap.
Methods
To prepare this policy brief, internal evidence—consisting of a multi-phase mixed-methods study—and external evidence obtained from published studies were collected. This was achieved through a scoping review and searches in international databases (Web of Science, Scopus, PubMed), Iranian databases (SID, Magiran), and Google Scholar using keywords related to “curriculum,” “syllabus,” “medical librarianship and information science,” and “undergraduate level.” Additionally, accessible and valid curricula from other countries were reviewed.
For internal data collection, several survey phases were conducted to identify educational and skill needs and to evaluate stakeholders’ perspectives regarding the undergraduate Medical Librarianship and Information Science curriculum using a checklist via the fuzzy Delphi method. The identification of content to be modified or removed from the previous curriculum was carried out using a combination of quantitative (survey-based) and qualitative (focus group) approaches. Participants’ opinions from the first phase were consolidated, and based on these views, a subsequent questionnaire was developed. Following data collection, multiple focus group discussions were held within working groups composed of research team members and subject-matter experts for each course.
Given that opinions were aggregated in the focus groups, and considering that methods such as brainstorming and fishbone analysis were used for problem identification during the policy brief phase, the finalization of the revised curriculum was conducted through focus group discussions with members of the discipline’s specialized board, where the final version was approved.
The revision of internship programs at all levels, including the undergraduate level, was conducted in a separate research project through five survey phases involving all stakeholders, followed by focus group discussions with the research team and specialized focus groups with members of the professional board. The revised internship structure was approved by all members and integrated into the curriculum.
Results
Building upon the prior phases of the study, policy options and proposed strategies were discussed and reviewed in the focus groups. After reaching a consensus, the most critical policy options and guidelines for revising the educational program were proposed under two main dimensions: content and structure. The content-related dimension refers to the core knowledge and skills that should be included in the educational program, while the structural dimension defines the organizational and operational framework required for effective program implementation. This categorization assists curriculum planners in simultaneously addressing both educational content and the necessary infrastructure for execution.
Content Dimension
1. Adoption of Modern and Active Teaching Methods
The utilization of modern and active teaching methods in the undergraduate Medical Librarianship and Information Science program is crucial. To implement this policy, faculty members should employ one or more active teaching models—such as Problem-Based Learning (PBL), Team-Based Learning (TBL), Flipped Classroom, or Blended Learning—in at least one or two courses per semester. Simultaneously, the EDC/EDO is tasked with designing a structured program for faculty development through workshops and short-term training courses in collaboration with faculties. Furthermore, the Council for Basic Medical Sciences Education and the Board of Examiners, Evaluation, and Curriculum Planning of the discipline should prioritize the updating and institutionalization of modern teaching methods.
2. Alignment of Course Content with Expected Graduate Competencies
To enhance the quality and effectiveness of the undergraduate program, aligning course content with the expected competencies of graduates is essential. Developing a competency framework for the discipline as a key reference is necessary so that course objectives, syllabi, and teaching methods are designed based on this framework and reviewed annually. Assessment and evaluation tools consistent with these competencies must also be incorporated into the curriculum. Moreover, the Council and the Board should familiarize faculty members with the concepts and methods of competency-based education through refresher programs. This approach will maintain theoretical coherence while strengthening the professional and practical skills required by the labor market.
3. Innovative and Comprehensive Learner Assessment Based on Competency and Performance
To improve the accuracy and validity of the assessment system, it is essential to replace traditional evaluation methods with an innovative system based on competency and performance. Developing standardized evaluation frameworks with clear, measurable indicators by the Secretariat of the Council and the Board is necessary. Faculty members should be empowered through workshops organized by university EDC/EDO units to utilize modern assessment tools. Continuous feedback and performance-based evaluations can foster deeper learning. Regular reviews of this process based on feedback will ensure the dynamism of the assessment system.
4. Revision of Curriculum Content According to IT Advances and Health System Needs
Given the expansion of clinical librarianship and its integration within the health system, curriculum content must be revised to align with contemporary scientific conditions. The inclusion of basic medical science foundations should be balanced to ensuring students gain applicable knowledge relevant to current healthcare needs. Content transformation can be achieved by designing educational and software training workshops that prepare students for a data-driven health system. Active collaboration between professional and scientific associations is required to: (1) design content and software aligned with learning objectives, and (2) develop infrastructures to strengthen the technical competencies of faculty and students. Coordination between academic and research institutions will further align educational content with the national health and research system.
5. Simultaneous Development of Hard and Soft Skills
To improve professional efficiency, the curriculum must integrate the development of both hard and soft skills. In the domain of hard (technical) skills, advanced scientometrics training—emphasizing modern data analysis and visualization—should be included, alongside scholarly communication, data mining, and health data management. In the area of soft skills, planning should focus on effective communication within healthcare environments, project management, and teamwork capabilities. The combination of these skills will significantly enhance graduates' adaptability in the complex healthcare environment.
6. Redesign of the Internship System
The educational program must establish a strategic alignment with real-world healthcare, publishing, and research environments. This requires systematic collaboration with hospitals to design internship programs in settings such as clinical departments, Evidence-Based Medicine (EBM) units, and research centers. Additionally, a framework for assessing competencies during internships—including objective indicators and continuous feedback—should be developed. Redesigning the internship system through formal cooperation agreements ensures that theoretical learning is effectively transformed into practical experience meeting labor market needs.
Structural Dimension
1. Establishment of Extensive Inter-Organizational Networking
To improve education quality and synergy, structured and sustainable inter-organizational networking must be implemented. In the healthcare sector, interaction with teaching hospitals is essential for internships. In the industrial and research sectors, collaboration facilitates curriculum updates based on real needs. Cooperation with publishing centers supports the development of specialized units in scholarly publishing. This trilateral framework ensures the curriculum remains aligned with labor market demands and advancements in health information.
2. Implementation and Operationalization of a Periodic Curriculum Evaluation System
Establishing a regular, systematic curriculum evaluation system is essential for program dynamism. This system enables continuous monitoring, content updates, and improved responsiveness to health system needs. The process should begin with the formation of a specialized standing committee with a defined charter to ensure transparent, participatory revisions under the oversight of the Council and the Board. A multi-source evaluation system—incorporating feedback from students, faculty, and internship centers—is a key requirement for success.
3. Formation and Management of Specialized Supervisory Working Groups
These groups should operate under the oversight of the Board of Examiners, with representatives from relevant academic departments. They are required to review and update educational content periodically (at least every three years). Documented decision-making systems and incentive mechanisms are crucial for implementation. These groups facilitate stakeholder participation and promote faster adaptation to technological developments.
4. Ensuring Sustainability of Financial Resources and Institutional Support
Establishing a support system for curriculum revision requires long-term financial planning. Transparent accountability mechanisms must be developed to monitor resource allocation, along with financial partnerships involving government bodies and professional organizations. Such policy builds stakeholder trust and ensures institutional stability for educational activities.
5. Development of an Employment Monitoring System
To align the curriculum with labor market needs, a robust employment monitoring system must be established. National or institutional tracking systems should collaborate with associations and alumni to analyze employment data and provide feedback for annual revisions. Assigning specialized personnel to document educational outcomes ensures content reflects real skill gaps, providing students with clearer career prospects.
Conclusion
The continuous and effective revision of educational programs in Medical Librarianship and Information Sciences requires an innovative, comprehensive, and coordinated approach encompassing educational, financial, structural, and technological dimensions. Given the challenges in this area, the successful implementation of these policy recommendations depends on effective collaboration among all stakeholders, including the Ministry of Health, universities, healthcare centers, and the labor market.
Practical Implications of Research
Based on the findings, policy recommendations in the content dimension include: adopting modern active teaching methods; aligning content with graduate competencies; implementing competency-based assessment; revising content according to IT and health system needs; developing hard and soft skills; and redesigning the internship system. In the structural dimension, recommendations include: establishing inter-organizational networking; implementing periodic curriculum evaluation; forming supervisory working groups; ensuring financial sustainability; and developing an employment monitoring system. These recommendations assist policymakers and the Board of Examiners in guiding curriculum development.