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Zare- Farashbandi F, Daei A, Ghasemi A H, Nemati-Anaraki L, Panahi S, Shekofteh M, et al . Required Roles and Skills for Master's Degree Graduates in Medical Library and Information Science: A Qualitative StudyAbstract. jha 2025; 28 (3) :88-104
URL: http://jha.iums.ac.ir/article-1-4608-en.html
URL: http://jha.iums.ac.ir/article-1-4608-en.html
Firoozeh Zare- Farashbandi1 
, Azra Daei2 , Ali Hosseiin Ghasemi3 , Leila Nemati-Anaraki4 , Sirus Panahi5 , Maryam Shekofteh6 , Abdolrasool Khosravi7 , MohammadReza Hashemian8
, Azra Daei2 , Ali Hosseiin Ghasemi3 , Leila Nemati-Anaraki4 , Sirus Panahi5 , Maryam Shekofteh6 , Abdolrasool Khosravi7 , MohammadReza Hashemian8
1- Health Information Technology Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.
2- Department of Medical Library and Information Sciences, School of Management and Medical Informatics, Tabriz University of Medical Sciences, Tabriz, Iran.
3- Department of Medical Library & Information Sciences, School of Allied Medical Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
4- Health Management and Economics Research Center, Health Management Research Institute, Iran University of Medical Sciences, Tehran, Iran
5- Department of Medical Library & Information Sciences, School of Management and Information Sciences, Iran University of Medical Sciences, Tehran, Iran.
6- Department of Medical Library and Information Science, School of Allied Medical Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
7- Department of Medical Library and Information Science, Faculty of Paramedicine, Bushehr University of Medical Sciences, Bushehr, Iran.
8- Department of Medical Library & Information Sciences, School of Allied Medical Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran. ,Hashemian-mr@ajums.ac.ir
2- Department of Medical Library and Information Sciences, School of Management and Medical Informatics, Tabriz University of Medical Sciences, Tabriz, Iran.
3- Department of Medical Library & Information Sciences, School of Allied Medical Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
4- Health Management and Economics Research Center, Health Management Research Institute, Iran University of Medical Sciences, Tehran, Iran
5- Department of Medical Library & Information Sciences, School of Management and Information Sciences, Iran University of Medical Sciences, Tehran, Iran.
6- Department of Medical Library and Information Science, School of Allied Medical Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
7- Department of Medical Library and Information Science, Faculty of Paramedicine, Bushehr University of Medical Sciences, Bushehr, Iran.
8- Department of Medical Library & Information Sciences, School of Allied Medical Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran. ,
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Roles
Identified roles for medical library and information science graduates fall into four main categories: research/health research, executive/managerial, educational/health education, and technology and health information services. Based on these roles, 52 specific job titles for medical librarians were identified (Table 2).
Table 2.Continued
.PNG)
Skills
The required competencies for graduates of the Master's program in medical library and information science were systematically classified into five core categories: 1) General competencies, 2) Research skills, 3) Instructional capabilities, 4) Executive/Managerial proficiencies, and 5) Technology and Information expertise, comprising a total of 57 specific sub-skills. This comprehensive classification framework provides a foundational structure for curriculum development and professional competency assessment in medical library and information science.
Discussion
Advances in medicine, healthcare, and information technology have transformed not only healthcare service institutions but also the professional expectations for medical librarians, leading to the emergence of new professional roles for them [18, 19]. Today, medical librarians are taking on responsibilities that extend beyond traditional library services [18]. Therefore, conducting studies to identify these roles is essential both at international level and within specific national contexts. This study, by analyzing expert opinions, has categorized medical librarians' roles into four domains: research, executive/managerial, educational, and health technology and information services.
Various studies have employed diverse methodologies to identify the roles of medical librarians. Analyses of surveys and job postings reveal that librarians are increasingly assuming system-oriented, technology-focused [20], and educational roles [21]. Furthermore, studies examining specific aspects, such as research roles [22, 23], align with a part of our findings—including the identification of roles like data librarian and medical information systems design consultant, which is consistent with Plutchak's research [18].
A comparison of findings reveals that the evolution of medical librarians' roles in Iran follows a pattern largely consistent with global trends, with emerging roles such as systematic review librarian, clinical librarian, and research data manager, identified as critical in international studies [5, 8], being confirmed by Iranian stakeholders. However, a significant gap exists in the institutionalization of more advanced roles like the "embedded librarian" [8] and "disaster librarian" [8] within Iran's healthcare system. These roles are primarily perceived as potential and underdeveloped positions, rather than established and widely adopted job titles. This gap is likely attributable to limited awareness of these professionals' capabilities, an absence of supportive policy frameworks, and the fact that these positions are not formally defined within the organizational structure of healthcare professions.
Proficiency enhancement and continuous professional development are essential prerequisites for medical librarians to undertake new roles [4]. This study identified five core skill domains (general, research, instructional, executive/managerial, and technology/informatics) for Master's graduates. While the present skill framework differs from the Medical Library Association's competency classification [6], this difference primarily stems from its specific focus on local needs and educational levels within Iranian context.
The findings of this study align with international research on the competencies of health science librarians, demonstrating global consensus on required skill sets. For instance, the emphasis in studies by Bradley et al. [24] and Koh and Abbas [25] on teamwork, and communication skills, along with فاث the focus of Sunders and College [19] on instructional skills and leadership, corresponds with the present findings. Furthermore, as indicated by research from Ma et al. [26], Turner [27], and Sheikh Shoaie et al. [28], educational programs, both academic and in-service, should prioritize practical, job-market-oriented competencies including technology skills, interpersonal skills, information literacy, and critical analysis to empower librarians in effectively meeting user and community needs.
While a common core of technological, research, and instructional skills is evident in both this study and the Medical Library Association's framework [6], their practical priorities differ. International standards emphasize leadership and evidence-based practice [6], whereas in Iran, executive-administrative skills, particularly entrepreneurship and service commercialization within health technology, represent more urgent priorities. This distinction reflects a natural context-specific response to Iran's transitional job market and the need to create new opportunities for emerging professional roles.
Limitations
The present research has certain limitations that should be considered when generalizing and applying the findings. While the qualitative nature of the study and reliance on self-reported data were essential for an in-depth exploration of the phenomenon, they limit the broader quantitative generalizability of the results. Additionally, despite efforts to maximize the inclusion of perspectives through purposive sampling, the views of some target groups may not have been fully captured. Furthermore, although this study provides a rich and practical list of potential roles, it has not directly examined the feasibility, implementation barriers, and institutionalization mechanisms of these roles within existing structures, which represents a valuable opportunity for future research.
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Introduction
Recent developments in medical librarianship have created new and emerging roles for medical librarians [1, 2], and these roles are continually evolving in response to technology advancements and user needs [3]. To fulfill these roles, librarians require advanced competencies and professional development [4]. In 2007, the Medical Library Association (MLA) revised the necessary competencies, which address both traditional aspects and new trends such as evidence-based practice [5]. These competencies are categorized into six domains: information services, information management, education and instructional design, leadership and management, evidence-based practice, and health information professionalism [6]. In addition to professional associations, several studies have investigated the essential skills required for medical librarians. For instance, Lawton and Burns [1] identified ten key competencies for health science librarians in Ireland, such as communications, systematic reviewing, and technology skills. Similarly, Ullah and Anwar [7] delineated eight competency domains for medical librarians in Pakistan, encompassing the health science environment, information resource management, and research methods. Cooper and Crum [8] identified emerging specialized roles for medical librarians, such as clinical, bioinformatics, and data management specialists.
Identifying the necessary skills and roles for medical librarians provides a foundation for developing competency-based educational programs [9]. These educational initiatives exist at two levels: continuing education and in-service training, and formal academic education. Given that medical library and information science is offered at three academic levels (Bachelor's, Master's, and PhD) in Iran, it is essential to revise the curriculum at each level based on required competencies and emerging roles.
Despite global attention to identifying the roles and competencies of medical librarians, Iran faces specific challenges. Previous research in Iran indicates that current curricula are not aligned with labor market demands and rapid developments in the field, revealing a clear gap between academic training and workplace-required practical skills [10]. Furthermore, the lack of standardized definitions for many emerging roles in Iranian medical libraries has resulted in the underutilization of professional expertise, the absence of appropriate organizational positions, and the consequent diminishment of their role within the healthcare system [11]. Therefore, this study aimed to identify the essential roles and competencies required for graduates of medical library and information science. The findings will inform the revision of the Master's curriculum, enable responsive education, enhance librarians' skills, create new career opportunities, and facilitate the updating of job descriptions and qualifications for relevant positions in Iran.
Methods
This qualitative study employed conventional content analysis to comprehensively identify the roles and skills required for graduates of the Master's program in medical library and information science in Iran [12, 13]. The research adopted an exploratory approach using purposive sampling with maximum variation [14, 15], and collected data from 35 participants representing four key stakeholder groups: faculty members of medical library and information science departments, managers and policymakers in health education and human resources, employed graduates in relevant positions, and doctoral students in the field. Sampling continued until data saturation was reached, with subsequent interviews yielding no new information.
Data were collected through in-depth semi-structured interviews. The interview guide was developed based on curriculum and expert opinions, with its content validity confirmed by eight specialists. All interviews were conducted in strict adherence to ethical considerations, including obtaining informed consent, ensuring confidentiality, and allowing participants to withdraw at any stage. The interviews ranged from 15 to 60 minutes and continued until data saturation was achieved [16].
Data analysis was conducted concurrently with data collection using MAXQDA version 10. The analytical process proceeded through three stages: open, axial, and selective coding. During the open coding phase, interview transcripts were meticulously examined to identify meaningful units. In the axial coding stage, similar codes were categorized into related subgroups, and finally, in the selective coding phase, main concepts were extracted. To ensure data trustworthiness and reliability, Lincoln and Guba's four criteria of rigor were employed [17]. Credibility was established through participant triangulation and peer review strategies. Transferability was achieved by providing rich, and detailed descriptions of the research process. Dependability was ensured through systematic documentation of all research stages and external review by an independent researcher (with 86% agreement). To achieve confirmability, comprehensive representation of participants' diverse perspectives was maintained.
Results
Table 1 shows the demographic characteristics of the study participants.
Table 1. Demographic characteristics of participants
Recent developments in medical librarianship have created new and emerging roles for medical librarians [1, 2], and these roles are continually evolving in response to technology advancements and user needs [3]. To fulfill these roles, librarians require advanced competencies and professional development [4]. In 2007, the Medical Library Association (MLA) revised the necessary competencies, which address both traditional aspects and new trends such as evidence-based practice [5]. These competencies are categorized into six domains: information services, information management, education and instructional design, leadership and management, evidence-based practice, and health information professionalism [6]. In addition to professional associations, several studies have investigated the essential skills required for medical librarians. For instance, Lawton and Burns [1] identified ten key competencies for health science librarians in Ireland, such as communications, systematic reviewing, and technology skills. Similarly, Ullah and Anwar [7] delineated eight competency domains for medical librarians in Pakistan, encompassing the health science environment, information resource management, and research methods. Cooper and Crum [8] identified emerging specialized roles for medical librarians, such as clinical, bioinformatics, and data management specialists.
Identifying the necessary skills and roles for medical librarians provides a foundation for developing competency-based educational programs [9]. These educational initiatives exist at two levels: continuing education and in-service training, and formal academic education. Given that medical library and information science is offered at three academic levels (Bachelor's, Master's, and PhD) in Iran, it is essential to revise the curriculum at each level based on required competencies and emerging roles.
Despite global attention to identifying the roles and competencies of medical librarians, Iran faces specific challenges. Previous research in Iran indicates that current curricula are not aligned with labor market demands and rapid developments in the field, revealing a clear gap between academic training and workplace-required practical skills [10]. Furthermore, the lack of standardized definitions for many emerging roles in Iranian medical libraries has resulted in the underutilization of professional expertise, the absence of appropriate organizational positions, and the consequent diminishment of their role within the healthcare system [11]. Therefore, this study aimed to identify the essential roles and competencies required for graduates of medical library and information science. The findings will inform the revision of the Master's curriculum, enable responsive education, enhance librarians' skills, create new career opportunities, and facilitate the updating of job descriptions and qualifications for relevant positions in Iran.
Methods
This qualitative study employed conventional content analysis to comprehensively identify the roles and skills required for graduates of the Master's program in medical library and information science in Iran [12, 13]. The research adopted an exploratory approach using purposive sampling with maximum variation [14, 15], and collected data from 35 participants representing four key stakeholder groups: faculty members of medical library and information science departments, managers and policymakers in health education and human resources, employed graduates in relevant positions, and doctoral students in the field. Sampling continued until data saturation was reached, with subsequent interviews yielding no new information.
Data were collected through in-depth semi-structured interviews. The interview guide was developed based on curriculum and expert opinions, with its content validity confirmed by eight specialists. All interviews were conducted in strict adherence to ethical considerations, including obtaining informed consent, ensuring confidentiality, and allowing participants to withdraw at any stage. The interviews ranged from 15 to 60 minutes and continued until data saturation was achieved [16].
Data analysis was conducted concurrently with data collection using MAXQDA version 10. The analytical process proceeded through three stages: open, axial, and selective coding. During the open coding phase, interview transcripts were meticulously examined to identify meaningful units. In the axial coding stage, similar codes were categorized into related subgroups, and finally, in the selective coding phase, main concepts were extracted. To ensure data trustworthiness and reliability, Lincoln and Guba's four criteria of rigor were employed [17]. Credibility was established through participant triangulation and peer review strategies. Transferability was achieved by providing rich, and detailed descriptions of the research process. Dependability was ensured through systematic documentation of all research stages and external review by an independent researcher (with 86% agreement). To achieve confirmability, comprehensive representation of participants' diverse perspectives was maintained.
Results
Table 1 shows the demographic characteristics of the study participants.
Table 1. Demographic characteristics of participants
| Characteristics | Number | Percent | |
| Sex | Female | 27 | 77.14 |
| Male | 8 | 22.86 | |
| Educational Levels | Master | 12 | 34.29 |
| PhD | 23 | 65.71 | |
| Occupation | Faculty member | 10 | 28.57 |
| Manager | 4 | 11.43 | |
| Master student/graduate | 12 | 34.29 | |
| PhD student/graduate | 9 | 25.71 | |
Roles
Identified roles for medical library and information science graduates fall into four main categories: research/health research, executive/managerial, educational/health education, and technology and health information services. Based on these roles, 52 specific job titles for medical librarians were identified (Table 2).
Table 2. Identified roles for a graduate of master's degree in medical library and information science
.PNG)
Skills
The required competencies for graduates of the Master's program in medical library and information science were systematically classified into five core categories: 1) General competencies, 2) Research skills, 3) Instructional capabilities, 4) Executive/Managerial proficiencies, and 5) Technology and Information expertise, comprising a total of 57 specific sub-skills. This comprehensive classification framework provides a foundational structure for curriculum development and professional competency assessment in medical library and information science.
Discussion
Advances in medicine, healthcare, and information technology have transformed not only healthcare service institutions but also the professional expectations for medical librarians, leading to the emergence of new professional roles for them [18, 19]. Today, medical librarians are taking on responsibilities that extend beyond traditional library services [18]. Therefore, conducting studies to identify these roles is essential both at international level and within specific national contexts. This study, by analyzing expert opinions, has categorized medical librarians' roles into four domains: research, executive/managerial, educational, and health technology and information services.
Various studies have employed diverse methodologies to identify the roles of medical librarians. Analyses of surveys and job postings reveal that librarians are increasingly assuming system-oriented, technology-focused [20], and educational roles [21]. Furthermore, studies examining specific aspects, such as research roles [22, 23], align with a part of our findings—including the identification of roles like data librarian and medical information systems design consultant, which is consistent with Plutchak's research [18].
A comparison of findings reveals that the evolution of medical librarians' roles in Iran follows a pattern largely consistent with global trends, with emerging roles such as systematic review librarian, clinical librarian, and research data manager, identified as critical in international studies [5, 8], being confirmed by Iranian stakeholders. However, a significant gap exists in the institutionalization of more advanced roles like the "embedded librarian" [8] and "disaster librarian" [8] within Iran's healthcare system. These roles are primarily perceived as potential and underdeveloped positions, rather than established and widely adopted job titles. This gap is likely attributable to limited awareness of these professionals' capabilities, an absence of supportive policy frameworks, and the fact that these positions are not formally defined within the organizational structure of healthcare professions.
Proficiency enhancement and continuous professional development are essential prerequisites for medical librarians to undertake new roles [4]. This study identified five core skill domains (general, research, instructional, executive/managerial, and technology/informatics) for Master's graduates. While the present skill framework differs from the Medical Library Association's competency classification [6], this difference primarily stems from its specific focus on local needs and educational levels within Iranian context.
The findings of this study align with international research on the competencies of health science librarians, demonstrating global consensus on required skill sets. For instance, the emphasis in studies by Bradley et al. [24] and Koh and Abbas [25] on teamwork, and communication skills, along with فاث the focus of Sunders and College [19] on instructional skills and leadership, corresponds with the present findings. Furthermore, as indicated by research from Ma et al. [26], Turner [27], and Sheikh Shoaie et al. [28], educational programs, both academic and in-service, should prioritize practical, job-market-oriented competencies including technology skills, interpersonal skills, information literacy, and critical analysis to empower librarians in effectively meeting user and community needs.
While a common core of technological, research, and instructional skills is evident in both this study and the Medical Library Association's framework [6], their practical priorities differ. International standards emphasize leadership and evidence-based practice [6], whereas in Iran, executive-administrative skills, particularly entrepreneurship and service commercialization within health technology, represent more urgent priorities. This distinction reflects a natural context-specific response to Iran's transitional job market and the need to create new opportunities for emerging professional roles.
Limitations
The present research has certain limitations that should be considered when generalizing and applying the findings. While the qualitative nature of the study and reliance on self-reported data were essential for an in-depth exploration of the phenomenon, they limit the broader quantitative generalizability of the results. Additionally, despite efforts to maximize the inclusion of perspectives through purposive sampling, the views of some target groups may not have been fully captured. Furthermore, although this study provides a rich and practical list of potential roles, it has not directly examined the feasibility, implementation barriers, and institutionalization mechanisms of these roles within existing structures, which represents a valuable opportunity for future research.
Conclusion
This study, through its comprehensive identification of 36 sub-roles across four domains, research, executive-managerial, educational, and health technology, along with five core skill areas, demonstrates a fundamental shift in the expectations for graduates of medical library and information science programs in Iran. The findings reveal three strategic implications: revising the Master's curriculum to focus on modern competencies, creating specialized organizational positions such as clinical information specialist and data librarian, and empowering practicing librarians through targeted training. Achieving this vision requires collaboration between educational institutions, human resource policymakers, and the professional community to institutionalize emerging roles and meet the evolving needs of Iran's healthcare system.
Declaration
Ethical considerations: This study was approved by the Biomedical Research Ethics Committee of Isfahan University of Medical Sciences (Ethics Code: IR.MUI.NUREMA.REC.1402.052). Informed consent was obtained from all participants, and the confidentiality of their information was strictly maintained throughout the research.
Funding: This study was supported by the Vice Chancellor for Research and Technology of Isfahan University of Medical Sciences (Grant Number: 240245). The funding body had no role in the data collection, analysis, or preparation of the manuscript.
Conflicts of interests: None
Authors’ contributions: F.Z.F.: Conceptualization, study design, data collection, methodology, data analysis, writing– original draft, Writing– review & editing; A.D.: Study Design, data collection, data analysis, writing original draft, Writing– review & editing; A.H.G.: Study design, writing– review & editing; L.N.A.: Study design, writing– review & editing; S.P.: Study design, Writing– review & editing; M.S.: Study design, writing– review & editing; A.K.: Study design, writing– review & editing;
This study, through its comprehensive identification of 36 sub-roles across four domains, research, executive-managerial, educational, and health technology, along with five core skill areas, demonstrates a fundamental shift in the expectations for graduates of medical library and information science programs in Iran. The findings reveal three strategic implications: revising the Master's curriculum to focus on modern competencies, creating specialized organizational positions such as clinical information specialist and data librarian, and empowering practicing librarians through targeted training. Achieving this vision requires collaboration between educational institutions, human resource policymakers, and the professional community to institutionalize emerging roles and meet the evolving needs of Iran's healthcare system.
Declaration
Ethical considerations: This study was approved by the Biomedical Research Ethics Committee of Isfahan University of Medical Sciences (Ethics Code: IR.MUI.NUREMA.REC.1402.052). Informed consent was obtained from all participants, and the confidentiality of their information was strictly maintained throughout the research.
Funding: This study was supported by the Vice Chancellor for Research and Technology of Isfahan University of Medical Sciences (Grant Number: 240245). The funding body had no role in the data collection, analysis, or preparation of the manuscript.
Conflicts of interests: None
Authors’ contributions: F.Z.F.: Conceptualization, study design, data collection, methodology, data analysis, writing– original draft, Writing– review & editing; A.D.: Study Design, data collection, data analysis, writing original draft, Writing– review & editing; A.H.G.: Study design, writing– review & editing; L.N.A.: Study design, writing– review & editing; S.P.: Study design, Writing– review & editing; M.S.: Study design, writing– review & editing; A.K.: Study design, writing– review & editing;
M.H.: Study design, data collection, methodology, data analysis, writing original draft, data curation, writing– review & editing.
Consent for publication: None.
Data availability: The datasets and codes used in this study are available from the corresponding author, Mohammadreza Hashemian, upon reasonable request via email: Hashemian-mr@ajums.ac.ir.
AI deceleration: None.
Acknowledgments: We gratefully acknowledge the following collaborators for their contributions to parts of research project No. 240245, who did not meet the authorship criteria for this article: Maryam Akhavi, Mohammadreza Soleimani, Vahideh Zare, Fatemeh Sheikh Shoaie, Hossein Bidakhti, Parasto Parsaei Mohammadi, and Mohammadkarim Saberi
Consent for publication: None.
Data availability: The datasets and codes used in this study are available from the corresponding author, Mohammadreza Hashemian, upon reasonable request via email: Hashemian-mr@ajums.ac.ir.
AI deceleration: None.
Acknowledgments: We gratefully acknowledge the following collaborators for their contributions to parts of research project No. 240245, who did not meet the authorship criteria for this article: Maryam Akhavi, Mohammadreza Soleimani, Vahideh Zare, Fatemeh Sheikh Shoaie, Hossein Bidakhti, Parasto Parsaei Mohammadi, and Mohammadkarim Saberi
Type of Study: Research |
Subject:
Medical Librarianship and Information Science
Received: 2025/08/27 | Accepted: 2025/12/9 | Published: 2025/12/20
Received: 2025/08/27 | Accepted: 2025/12/9 | Published: 2025/12/20
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