Search published articles
Showing 29 results for Education
Miss Maryam Eslami, Javad Jahangirzadeh,
Volume 16, Issue 6 (1-2023)
Volume 16, Issue 6 (1-2023)
Abstract
Background and Aim: The curriculum as the heart of the educational system is one of the effective factors in achieving the goals and mission of the university and its evaluation is of particular importance. Since medical education deals with human life and clerkships also play an essential role in shaping the professional abilities of medical students, this research was conducted with the aim of determining the desirability of clerkship programs from the point of view of medical students of Tehran University of Medical Sciences during the Covid-19 pandemic based on the nine elements of Francis Klein.
Materials and Methods: In this study, a descriptive-survey method was used. The statistical population was 487 medical students of Tehran University of Medical Sciences, who were undergoing the clerkship stage at the time of the research, and the questionnaire was provided to them in the form of a census. The number of samples was determined based on Morgan’s table of 215 people. The research tool was a standard questionnaire, the validity of which was confirmed by professors in the field of educational sciences, and its reliability was calculated using the Cronbach’s alpha method of 0.794. Descriptive statistics (including statistical tables, graphs, central and dispersion indices) and inferential statistics (including one-sample t-tests and independent two-sample t-tests) were used for data analysis.
Results: The results showed that clerkship programs from the point of view of medical students of Tehran University of Medical Sciences during the covid-19 disease, considering that the t-statistic of all research variables is less than 1.96 (educational objectives t=-4.735, educational content t=0/666, learning activities t=-7.812, teaching strategies t=-4.246, educational materials and resources t=-0.970, grouping of learners t=-5.223, learning space (place) t=-4.029, learning time t=-5.043, and learning evaluation t=-7.348) were not desirable in terms of all elements. It was also found that there is no significant difference in attitudes between male and female students regarding the desirability of these programs except for the element of educational goals.
Conclusion: According to the results of the research, the medical clerkship programs of Tehran University of Medical Sciences are facing challenges during the Covid-19 pandemic. Therefore, it is necessary to provide a program that is compatible with the conditions and can meet the educational needs of the learners.
Materials and Methods: In this study, a descriptive-survey method was used. The statistical population was 487 medical students of Tehran University of Medical Sciences, who were undergoing the clerkship stage at the time of the research, and the questionnaire was provided to them in the form of a census. The number of samples was determined based on Morgan’s table of 215 people. The research tool was a standard questionnaire, the validity of which was confirmed by professors in the field of educational sciences, and its reliability was calculated using the Cronbach’s alpha method of 0.794. Descriptive statistics (including statistical tables, graphs, central and dispersion indices) and inferential statistics (including one-sample t-tests and independent two-sample t-tests) were used for data analysis.
Results: The results showed that clerkship programs from the point of view of medical students of Tehran University of Medical Sciences during the covid-19 disease, considering that the t-statistic of all research variables is less than 1.96 (educational objectives t=-4.735, educational content t=0/666, learning activities t=-7.812, teaching strategies t=-4.246, educational materials and resources t=-0.970, grouping of learners t=-5.223, learning space (place) t=-4.029, learning time t=-5.043, and learning evaluation t=-7.348) were not desirable in terms of all elements. It was also found that there is no significant difference in attitudes between male and female students regarding the desirability of these programs except for the element of educational goals.
Conclusion: According to the results of the research, the medical clerkship programs of Tehran University of Medical Sciences are facing challenges during the Covid-19 pandemic. Therefore, it is necessary to provide a program that is compatible with the conditions and can meet the educational needs of the learners.
Mouna Rafizadeh, Reza Safdari, Jaleh Shoshtarian Malak, Shaban Alizadeh,
Volume 17, Issue 2 (5-2023)
Volume 17, Issue 2 (5-2023)
Abstract
Background and Aim: Simulation-based Mobile Education is one of the necessities of the new era as well as an escalating field to meet the needs of different educational systems and levels. Considering the increasing application of simulation-based technologies, and the popularity of Augmented Reality (AR) in the field of education, the present research aims to facilitate the initial steps in understanding the technical requirements and software used in developing these types of apps.
Materials and Methods: The data required for this research was collected by searching in library resources to identify the commonly used platform/software in designing and developing AR-based educational apps. At the same time, the included studies’ app features/sections were also extracted, and the total of this information was presented in a table. After indicating the mainly used software in the development of these types of apps, a simple app architecture and a how-to-develop model using the most practical software were illustrated.
Results: “3D Model display” and “multiple-choice questions” were identified as the minimum (basic) features of an AR-based educational app. To identify the most commonly used software in creating AR-based educational apps, articles were reviewed, required information was extracted, and gathered in form of a table. The results of the review showed that Unity 3D and Vuforia have the highest usage statistics in creating these types of apps. Finally, a simple model of the process of developing AR-based educational app and a sample output of this type of app were presented based on this information.
Conclusions: Simulation-based education is one of the prominent and growing topics worldwide. Augmented Reality is one of the most renowned and widely used technologies in this field. The results of this study encompass a set of basic features of an AR-based educational app as well as the software that can be used to create such apps. Therefore, this study can assist researchers interested in this field in navigating the simplest path to developing an AR-based educational app by providing them with an initial technical understanding of AR-based education.
Materials and Methods: The data required for this research was collected by searching in library resources to identify the commonly used platform/software in designing and developing AR-based educational apps. At the same time, the included studies’ app features/sections were also extracted, and the total of this information was presented in a table. After indicating the mainly used software in the development of these types of apps, a simple app architecture and a how-to-develop model using the most practical software were illustrated.
Results: “3D Model display” and “multiple-choice questions” were identified as the minimum (basic) features of an AR-based educational app. To identify the most commonly used software in creating AR-based educational apps, articles were reviewed, required information was extracted, and gathered in form of a table. The results of the review showed that Unity 3D and Vuforia have the highest usage statistics in creating these types of apps. Finally, a simple model of the process of developing AR-based educational app and a sample output of this type of app were presented based on this information.
Conclusions: Simulation-based education is one of the prominent and growing topics worldwide. Augmented Reality is one of the most renowned and widely used technologies in this field. The results of this study encompass a set of basic features of an AR-based educational app as well as the software that can be used to create such apps. Therefore, this study can assist researchers interested in this field in navigating the simplest path to developing an AR-based educational app by providing them with an initial technical understanding of AR-based education.
Samaneh Dehghan Abnavi, Afshin Karami Varnamkhasti , Mostafa Roshanzadeh, Fatemeh Kazemi Najafabadi,
Volume 17, Issue 3 (8-2023)
Volume 17, Issue 3 (8-2023)
Abstract
Background and Aim: Communication skills are considered as the most important feature required for health care workers and provide the basis for the development of professional ethics. Since working in the operating room requires team effort and establishing communication between team members, the importance of communication skills in operating room nurses is more visible. Therefore, in the present study was performed, with the aim of determining the effect of virtual training on the principles of professional ethics on communication skills of operating room staff of Ayatollah Kashani and Hajar hospitals of Shahrekord University of Medical Sciences.
Materials and Methods: A quasi-experimental study with a single-group plan before and after in 2020 was performed on 35 operating room staff of Kashani and Hajar teaching hospitals in Shahrekord who were selected by random sampling. Demographic information questionnaire and Queen Dam communication skills questionnaire were used to collect the data. Data analysis was performed by SPSS software using independent t test, Analysis of variance, paired t-test and ANOVA statistics.
Results: Paired t-test showed that the mean of communication skills after the intervention was significantly different from before (P<0.001). The mean of communication skills before the intervention was 65.85±24.52 and after the intervention was 139.77±5.70. No significant relationship was reported between communication skills and age, service history and number of working hours (P>.0.05). Also, there was no significant difference in the average of communication skills according to the variables of gender, marital status, field of study and degree (P>0.05).
Conclusion: The present study showed that professional ethics training was able to improve the communication skills of employees. Therefore, it seems necessary to compile virtual professional ethics training for health care providers and other groups providing health services who do not have enough time to participate in face-to-face classes. According to the results obtained, managers of health systems are recommended to use strategies such as holding workshops on the principles of professional ethics to develop communication skills in their employees.
Materials and Methods: A quasi-experimental study with a single-group plan before and after in 2020 was performed on 35 operating room staff of Kashani and Hajar teaching hospitals in Shahrekord who were selected by random sampling. Demographic information questionnaire and Queen Dam communication skills questionnaire were used to collect the data. Data analysis was performed by SPSS software using independent t test, Analysis of variance, paired t-test and ANOVA statistics.
Results: Paired t-test showed that the mean of communication skills after the intervention was significantly different from before (P<0.001). The mean of communication skills before the intervention was 65.85±24.52 and after the intervention was 139.77±5.70. No significant relationship was reported between communication skills and age, service history and number of working hours (P>.0.05). Also, there was no significant difference in the average of communication skills according to the variables of gender, marital status, field of study and degree (P>0.05).
Conclusion: The present study showed that professional ethics training was able to improve the communication skills of employees. Therefore, it seems necessary to compile virtual professional ethics training for health care providers and other groups providing health services who do not have enough time to participate in face-to-face classes. According to the results obtained, managers of health systems are recommended to use strategies such as holding workshops on the principles of professional ethics to develop communication skills in their employees.
Afshan Tajbakhsh, Nadjla Hariri, Mohammad Hassanzadeh,
Volume 18, Issue 4 (10-2024)
Volume 18, Issue 4 (10-2024)
Abstract
Background and Aim: The development of the internet and the digitalization of higher education have facilitated the possibility of online course delivery, enabling instructors and students to interact through virtual education. Virtual learning can enhance access to educational resources and services through communication technologies, regardless of time and location. Accordingly, the objective of this study is to design a virtual education model for teaching information literacy skills on the websites of medical university libraries across the country.
Materials and Methods: This research was conducted with a mixed approach (qualitative and quantitative). In the first stage, the meta-combination method and the study of previous researches were used according to the research topic and the components were extracted, and after several checks with experts, the necessary concepts and components for the design of the model were extracted. Then, using the Delphi method, experts’ opinions were applied to the output of the meta-combination stage, and the final questionnaire was designed and made available to the statistical community, and finally, in the fourth stage, modeling and validation and fitting of the model took place.
Results: The final model was developed using meta-synthesis and validated by experts, comprising 7 main categories, 14 subcategories, and 102 indicators. The main categories include technical factors, strategic factors, instructor-related components, structural factors, educational factors, content-related factors, and assessment and evaluation factors. From the users’ perspective, the content-related subcategory recorded the lowest value, with a score of 0.518 for users and 0.533 for instructors. Conversely, the assessment and evaluation subcategory achieved the highest scores, with 0.916 from the instructors’ perspective, 0.953 jointly from both users and instructors, and 0.842 for structural factors from the users’ perspective.
Conclusion: The results of the research showed that there is a significant relationship between the virtual training of information literacy skills on the website of the libraries of medical sciences universities of the country and the mentioned factors. Therefore, the model obtained in this study can be a basis for designing and compiling a framework for electronic learning of information literacy. Acquiring information literacy skills and fostering an information-literate society is a crucial necessity in the information age, particularly for graduate students whose work and activities are inherently tied to research and problem-solving.
Materials and Methods: This research was conducted with a mixed approach (qualitative and quantitative). In the first stage, the meta-combination method and the study of previous researches were used according to the research topic and the components were extracted, and after several checks with experts, the necessary concepts and components for the design of the model were extracted. Then, using the Delphi method, experts’ opinions were applied to the output of the meta-combination stage, and the final questionnaire was designed and made available to the statistical community, and finally, in the fourth stage, modeling and validation and fitting of the model took place.
Results: The final model was developed using meta-synthesis and validated by experts, comprising 7 main categories, 14 subcategories, and 102 indicators. The main categories include technical factors, strategic factors, instructor-related components, structural factors, educational factors, content-related factors, and assessment and evaluation factors. From the users’ perspective, the content-related subcategory recorded the lowest value, with a score of 0.518 for users and 0.533 for instructors. Conversely, the assessment and evaluation subcategory achieved the highest scores, with 0.916 from the instructors’ perspective, 0.953 jointly from both users and instructors, and 0.842 for structural factors from the users’ perspective.
Conclusion: The results of the research showed that there is a significant relationship between the virtual training of information literacy skills on the website of the libraries of medical sciences universities of the country and the mentioned factors. Therefore, the model obtained in this study can be a basis for designing and compiling a framework for electronic learning of information literacy. Acquiring information literacy skills and fostering an information-literate society is a crucial necessity in the information age, particularly for graduate students whose work and activities are inherently tied to research and problem-solving.
Seyyedeh Fatemeh Mousavi Baigi, Reyhaneh Norouzi Aval, Masoumeh Sarbaz, Khalil Kimiafar,
Volume 18, Issue 4 (10-2024)
Volume 18, Issue 4 (10-2024)
Abstract
Background and Aim: Proficiency in medical terminology is a basic competency of most medical students, which ensures communication with other healthcare providers. Facing the lack of motivation and involvement of students, applications, and games based on smartphones are considered as a possible educational option. Due to the rapid expansion of these applications, a correct evaluation of their quality is often not provided. This study investigated and evaluated the quality of smartphone applications and games for teaching medical terminology.
Materials and Methods: A systematic review was conducted in August 2024, in the official stores of Bazaar and Google Play applications. The two main keywords “medical terminology” and “medical vocabulary” were searched in Persian and English. Two evaluators independently downloaded and evaluated smartphone-based applications and games for teaching medical terminology. The same checklist was used for data extraction. The quality of apps was measured using the Mobile App Rating Scale (MARS). The points of each section, the final score of the retrieved applications, and the mean and standard deviation were obtained.
Results: In total, eighteen programs were included in this study, four of which were games. The average quality of the programs was between 2.70 and 4.30 (average 3.80) on a scale from 1 (inadequate) to 5 (excellent). The best scores are in performance (mean: 3.91), followed by information quality (mean: 3.15). Aesthetics (mean: 2.56) and mental quality of the program (mean: 2.58) had the lowest scores. Two applications offered data privacy, and four had privacy statements. The game ‘Dean Vaughn’ and the application ‘MediTerm’ received the highest overall scores.
Conclusion: This study provides an analysis and description of smartphone-based applications and games for teaching medical terminology to help students and users choose high-quality applications that suit their needs and tastes, and on the other hand, it provides the possibility of identifying research and operational gaps to strengthen and design more effective and better applications for the developers of these applications. The applications evaluated were generally of good overall quality, particularly in terms of functionality and information. However, some applications need to improve aspects such as aesthetics and subjective quality to increase their impact on users and ensure better security and privacy.
Materials and Methods: A systematic review was conducted in August 2024, in the official stores of Bazaar and Google Play applications. The two main keywords “medical terminology” and “medical vocabulary” were searched in Persian and English. Two evaluators independently downloaded and evaluated smartphone-based applications and games for teaching medical terminology. The same checklist was used for data extraction. The quality of apps was measured using the Mobile App Rating Scale (MARS). The points of each section, the final score of the retrieved applications, and the mean and standard deviation were obtained.
Results: In total, eighteen programs were included in this study, four of which were games. The average quality of the programs was between 2.70 and 4.30 (average 3.80) on a scale from 1 (inadequate) to 5 (excellent). The best scores are in performance (mean: 3.91), followed by information quality (mean: 3.15). Aesthetics (mean: 2.56) and mental quality of the program (mean: 2.58) had the lowest scores. Two applications offered data privacy, and four had privacy statements. The game ‘Dean Vaughn’ and the application ‘MediTerm’ received the highest overall scores.
Conclusion: This study provides an analysis and description of smartphone-based applications and games for teaching medical terminology to help students and users choose high-quality applications that suit their needs and tastes, and on the other hand, it provides the possibility of identifying research and operational gaps to strengthen and design more effective and better applications for the developers of these applications. The applications evaluated were generally of good overall quality, particularly in terms of functionality and information. However, some applications need to improve aspects such as aesthetics and subjective quality to increase their impact on users and ensure better security and privacy.
Taleb Khodaveisi, Hamid Bouraghi, Tooba Mehrabi, Javad Faradmal, Mahdiye Shojaei Baghini, Ali Mohammadpour,
Volume 18, Issue 5 (11-2024)
Volume 18, Issue 5 (11-2024)
Abstract
Background and Aim: Identifying the educational needs of health information technology staff is essential before implementing any continuous education programs. This comprehensive study investigates these needs among health information technology personnel working in hospitals in the Hamadan province, considering both the general and specialized aspects of the field.
Materials and Methods: This descriptive cross-sectional study was conducted across 11 hospitals affiliated with Hamadan University of Medical Sciences. The study population comprised staff from the reception, medical records, statistics, and coding departments. Data were gathered using a validated and reliable standardized questionnaire. Collection methods included both in-person and remote approaches. Data analysis was performed using SPSS software, with results reported through descriptive and inferential statistics, specifically utilizing the Kruskal-Wallis test.
Results: The results of this study showed that among the generally accepted needs, items such as information technology (96.7%), legal aspects of medical records (87.6%), and communication skills (76.7%) had the highest percentage. Additionally, educational needs varied across different units: Coding unit staff required more training in the principles of diagnosis documentation (92.9%), familiarity with the coding guidelines for causes of death (85.7%), and familiarity with the coding guidelines for procedures (85.7%), statistics unit staff needed training in statistical software, and reception and medical records staff required education on relevant regulations. There was also a significant correlation between educational needs and certain individual characteristics such as work experience, education level, gender, and field of study.
Conclusion: The study results indicate that designing effective educational programs for health information technology staff requires consideration of individual characteristics, such as gender, work experience, and education level. Additionally, the training should be continuous, tailored to the distinct needs of each group, and delivered at appropriate intervals.
Materials and Methods: This descriptive cross-sectional study was conducted across 11 hospitals affiliated with Hamadan University of Medical Sciences. The study population comprised staff from the reception, medical records, statistics, and coding departments. Data were gathered using a validated and reliable standardized questionnaire. Collection methods included both in-person and remote approaches. Data analysis was performed using SPSS software, with results reported through descriptive and inferential statistics, specifically utilizing the Kruskal-Wallis test.
Results: The results of this study showed that among the generally accepted needs, items such as information technology (96.7%), legal aspects of medical records (87.6%), and communication skills (76.7%) had the highest percentage. Additionally, educational needs varied across different units: Coding unit staff required more training in the principles of diagnosis documentation (92.9%), familiarity with the coding guidelines for causes of death (85.7%), and familiarity with the coding guidelines for procedures (85.7%), statistics unit staff needed training in statistical software, and reception and medical records staff required education on relevant regulations. There was also a significant correlation between educational needs and certain individual characteristics such as work experience, education level, gender, and field of study.
Conclusion: The study results indicate that designing effective educational programs for health information technology staff requires consideration of individual characteristics, such as gender, work experience, and education level. Additionally, the training should be continuous, tailored to the distinct needs of each group, and delivered at appropriate intervals.
Maryam Jahanbakhsh, Mahnaz Noroozi, Majid Jangi, Fateme Ghadiri Kofrani,
Volume 18, Issue 5 (11-2024)
Volume 18, Issue 5 (11-2024)
Abstract
Background and Aim: Education on sexually transmitted diseases and functional disorders in Iranian women’s society are two important issues that should be addressed as aspects of sexual health. The evidence suggests that mobile phone-based applications can be a suitable tool to improve education in the field of sexual health. Therefore, in the current research, the design of the content model of the mobile phone-based application with an emphasis on diseases transmitted through sexual contact and functional disorders of women has been discussed.
Materials and Methods: The present study is applied-descriptive and was conducted in 3 stages as follows: determining the requirements of the application content model, designing it, and evaluating it. First, information needs were identified and extracted through a civilian review and a review of the App Store, Google Play, and Cafe Bazaar application stores. Then, the results were scientifically organized and reviewed and presented in the form of the application content form to a panel of 7 sexual health experts. The content model was reviewed by the experts and designed through UML diagrams and approved by technical specialists.
Results: The findings of the needs assessment phase consisted of compiling the content requirements of the application in the form of 6 areas: 1- sexual attitude and knowledge 2- improving the quality of sexual life 3- sexually transmitted diseases 4- HIV/AIDS 5- genital infections 6- dysfunction disorders and 41 sub-areas were approved by experts. The compiled model was drawn through the diagrams of the application, sequence, business process and state diagrams and was confirmed and developed during the evaluation with activity diagrams and display screens.
Conclusion: Mobile applications, which are not only more accessible than other technologies, but also provide a space for education, free from any shame and worry due to the one-way nature of the communication, are a suitable platform for increasing Iranian women’s attitudes and knowledge about their sexual health. The designed content model can serve as a Persian, scientific, and native prototype for the development and design of an application that can be implemented on mobile phones to educate women’s sexual health.
Results: The findings of the needs assessment phase consisted of compiling the content requirements of the application in the form of 6 areas: 1- sexual attitude and knowledge 2- improving the quality of sexual life 3- sexually transmitted diseases 4- HIV/AIDS 5- genital infections 6- dysfunction disorders and 41 sub-areas were approved by experts. The compiled model was drawn through the diagrams of the application, sequence, business process and state diagrams and was confirmed and developed during the evaluation with activity diagrams and display screens.
Conclusion: Mobile applications, which are not only more accessible than other technologies, but also provide a space for education, free from any shame and worry due to the one-way nature of the communication, are a suitable platform for increasing Iranian women’s attitudes and knowledge about their sexual health. The designed content model can serve as a Persian, scientific, and native prototype for the development and design of an application that can be implemented on mobile phones to educate women’s sexual health.
Mojtaba Salimi Bani, Mehdi Ghassabi Chorsi, Roghayeh Ershad Sarabi,
Volume 18, Issue 6 (2-2025)
Volume 18, Issue 6 (2-2025)
Abstract
Background and Aim: Malaria is one of the health challenges in many countries worldwide. Iran is among the countries that have prioritized a malaria elimination program, aiming to interrupt local transmission of the disease by 2025. Health workeres (community health workers) play an important role in primary healthcare for identifying, controlling, and preventing malaria. Keeping their knowledge and skills up-to-date through continuous training can be effective in the success of this program. Virtual training is a modern educational method that facilitates such training courses. This study aimed to investigate the impact of virtual retraining courses on the knowledge, attitude, and performance of konarak health workers in implementing the malaria elimination program in 2022.
Materials and Methods: This research was a quasi-experimental study with a single-group pre-test and post-test design. The population included 69 individuals who were enrolled using a census method. Initially, a pre-test was conducted to assess the baseline level of knowledge, attitude, and performance of participants regarding malaria elimination strategies. Then, the educational intervention was delivered virtually, followed by a post-test to evaluate the outcomes. The educational content was provided in eight 45-minute sessions by an instructor from the Health worker Training Center using the Sky Room platform. Data collection was performed using a researcher-made questionnaire. Content validity of the questionnaire was confirmed, and its reliability was assessed in a pilot study prior to the training by the responsible expert; the Cronbach’s alpha coefficient of the questionnaire items was calculated at an acceptable level (r=0.83). Data were analyzed using SPSS software and paired t-tests.
Results: Out of 69 participants, 40 (58%) were male and 29 (42%) female. Comparison of pre-test and post-test results showed that the mean scores of knowledge, attitude, and performance of health workeres increased by 1.05, 1.2, and 1.17 units respectively after the training, and these differences were statistically significant (P=0.000).
Conclusion: Based on the results, considering the advantages of virtual training such as easy access, lower cost, and wide coverage, this method is recommended as a strategy for educational programs for healthcare staff.
Materials and Methods: This research was a quasi-experimental study with a single-group pre-test and post-test design. The population included 69 individuals who were enrolled using a census method. Initially, a pre-test was conducted to assess the baseline level of knowledge, attitude, and performance of participants regarding malaria elimination strategies. Then, the educational intervention was delivered virtually, followed by a post-test to evaluate the outcomes. The educational content was provided in eight 45-minute sessions by an instructor from the Health worker Training Center using the Sky Room platform. Data collection was performed using a researcher-made questionnaire. Content validity of the questionnaire was confirmed, and its reliability was assessed in a pilot study prior to the training by the responsible expert; the Cronbach’s alpha coefficient of the questionnaire items was calculated at an acceptable level (r=0.83). Data were analyzed using SPSS software and paired t-tests.
Results: Out of 69 participants, 40 (58%) were male and 29 (42%) female. Comparison of pre-test and post-test results showed that the mean scores of knowledge, attitude, and performance of health workeres increased by 1.05, 1.2, and 1.17 units respectively after the training, and these differences were statistically significant (P=0.000).
Conclusion: Based on the results, considering the advantages of virtual training such as easy access, lower cost, and wide coverage, this method is recommended as a strategy for educational programs for healthcare staff.
Shiva Mohajel Nayebi, Azra Daei, Vahideh Gavgani Zarea,
Volume 19, Issue 5 (12-2025)
Volume 19, Issue 5 (12-2025)
Abstract
Background and Aim: The continuous specialization and rapid evolution in medical and health sciences, combined with the growing influence of information and communication technologies, have created an urgent need for specialized education in Medical Library and Information Science (MLIS). As universities transition toward the fourth and fifth-generation models, characterized by innovation, networking, and entrepreneurial orientation, academic disciplines are expected to become more dynamic and responsive to technological and societal change. This study aimed to identify emerging community-based educational specializations, explore the related challenges and enabling factors, and develop policy recommendations for establishing a new specialization in MLIS.
Materials and Methods: This multi-methods research was conducted with the goal of informing educational policy and curriculum development. In the first phase, a scoping review following the Arksey and O’Malley framework and guided by the PRISMA-ScR checklist was carried out to identify existing and emerging specializations in health-related information sciences. In the second phase, a focus group discussion (FGD) involving eight domain experts explored perceived challenges, influencing factors, and potential strategies for specialization development. Finally, in the third phase, a simple Delphi technique was applied with ten policymakers in Medical Library and Information Science to prioritize the proposed specialization options. Qualitative data were analyzed thematically, using coding and categorization to identify recurrent patterns and themes.
Results: The scoping review included 22 eligible studies, from which 11 educational specializations related to health information and librarianship were initially extracted. After merging overlapping domains, eight distinct specializations remained. Following expert and policymaker prioritization, four educational specializations were selected as feasible and necessary for integration into the MLIS curriculum. The main challenges identified were: Ensuring disciplinary sustainability in the face of rapid scientific and technological change; Promoting structural and curricular reform to align educational programs with real-world health information needs; Overcoming institutional and cultural resistance to organizational change. Policymakers emphasized curriculum modernization, specialized educational tracks, and needs-based program design as essential strategies for strengthening MLIS education and its alignment with health system priorities.
Conclusion: The study recommends that universities establish new educational specializations or formal short-term programs tailored to national and regional needs in health information science. Implementing the proposed policy options can enhance the long-term sustainability, relevance, and innovation capacity of the MLIS discipline while increasing the employability and professional competence of graduates. Strengthening educational responsiveness to societal and technological transformation will position Medical Librarianship and Information Science as a key enabler in evidence-based health systems and digital health development.
Materials and Methods: This multi-methods research was conducted with the goal of informing educational policy and curriculum development. In the first phase, a scoping review following the Arksey and O’Malley framework and guided by the PRISMA-ScR checklist was carried out to identify existing and emerging specializations in health-related information sciences. In the second phase, a focus group discussion (FGD) involving eight domain experts explored perceived challenges, influencing factors, and potential strategies for specialization development. Finally, in the third phase, a simple Delphi technique was applied with ten policymakers in Medical Library and Information Science to prioritize the proposed specialization options. Qualitative data were analyzed thematically, using coding and categorization to identify recurrent patterns and themes.
Results: The scoping review included 22 eligible studies, from which 11 educational specializations related to health information and librarianship were initially extracted. After merging overlapping domains, eight distinct specializations remained. Following expert and policymaker prioritization, four educational specializations were selected as feasible and necessary for integration into the MLIS curriculum. The main challenges identified were: Ensuring disciplinary sustainability in the face of rapid scientific and technological change; Promoting structural and curricular reform to align educational programs with real-world health information needs; Overcoming institutional and cultural resistance to organizational change. Policymakers emphasized curriculum modernization, specialized educational tracks, and needs-based program design as essential strategies for strengthening MLIS education and its alignment with health system priorities.
Conclusion: The study recommends that universities establish new educational specializations or formal short-term programs tailored to national and regional needs in health information science. Implementing the proposed policy options can enhance the long-term sustainability, relevance, and innovation capacity of the MLIS discipline while increasing the employability and professional competence of graduates. Strengthening educational responsiveness to societal and technological transformation will position Medical Librarianship and Information Science as a key enabler in evidence-based health systems and digital health development.
Related Websites
Site Keywords
Health Information Management, Health Care Management, Medical Laboratory Sciences, Medical Library & Information Sciences, Radiation Biology (Radiobiology and Radiation Protection), Operating Room, Anesthesiology
Site Statistics- Registered users: 3343 users
- Online users: 0 users
- Guest users: 86 users
- All visits: 6356301 visits
- Visits in 24 Hours: 14764 visits
- Total articles: 3228 articles
- Published articles: 831 articles
© 2026 , Tehran University of Medical Sciences, CC BY-NC 4.0
Designed & Developed by: Yektaweb