Vahideh Zarea Gavgani, Abdolrasoul Khosravi, Ali Hossein Ghasemi, Firoozeh Zare-Farashbandi, Hossein Vakilimofrad, Fatemeh Sheikhshoaei, Azra Daei,
Volume 20, Issue 1 (4-2026)
Background and Aim: Continuous revision and updating of educational programs are essential to fulfill the primary mission of higher education. Therefore, the present study aims to examine the perspectives of stakeholders regarding the necessary changes in the BSc curriculum of Medical Library and Information Science.
Materials and Methods: This study was conducted in two phases using the Fuzzy Delphi technique and a survey method. Participants included professors, students, graduates, and relevant administrators in the field of Medical Library and Information Science. The number of participants were 41 in the first phase and 122 in the second. The data collection tool was a researcher-made checklist based on the last edition of BSc curriculum of Medical Library and Information Science in the first phase, which was developed lesson by lesson. In the second phase, a researcher-made questionnaire based on the first phase data was its data collection tool. Collected data were analyzed using fuzzy numbers, defuzzification, and descriptive statistics.
Results: The findings showed that the Basic courses comprised 19 credits (9 courses), of which only 11% were deemed necessary to retain, while 78% were identified as requiring deletion or major revision. The Core Courses (mandatory) comprised 65 credits (30 courses), with 20% considered essential to retain, 43% requiring review, and 37% requiring deletion or major revision. The Non-Core/ elective Courses comprised 12 credits (6 courses), and none of the elective courses achieved the required score for retention; 50 percent required revision and the remaining 50 percent required major revision or elimination. The highest necessity for course retention from stakeholders’ viewpoints was related to Sociology of Information in basic courses, Data Structures and Programming in core courses, and Introduction to Archiving in none core courses. In the second phase, updated teaching methods, inclusion of courses on evidence-based performance, critical thinking, artificial intelligence, and practical orientation of the Research Methods course were among the key findings.
Conclusion: The results highlight the necessity of curriculum revision in BSc curriculum of Medical Library and Information Science. The curriculum of Medical Library and Information Science is expected not only to keep pace with developments in digital health and emerging technologies but also to adopt an interdisciplinary and skill-based approach. This requires changes in the design, implementation, and evaluation of the curriculum.
