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jha 2026, 28(4): 85-98 |
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Zarea Gavgani V, Mahami-Oskouei M, Nemati-Anaraki L, Panahi S, Zare-Farashbandi F, Ashrafi-Rizi H, et al . Curriculum review and redesign of internship programs in graduate medical library and information science. jha 2026; 28 (4) :85-98
URL: http://jha.iums.ac.ir/article-1-4667-en.html
URL: http://jha.iums.ac.ir/article-1-4667-en.html
Vahideh Zarea Gavgani1 
, Mina Mahami-Oskouei2 , Leila Nemati-Anaraki3 , Sirous Panahi3 , Firoozeh Zare-Farashbandi4 , Hasan Ashrafi-Rizi4 , Maryam Okhovati5 , Maryam Shekofteh6
, Mina Mahami-Oskouei2 , Leila Nemati-Anaraki3 , Sirous Panahi3 , Firoozeh Zare-Farashbandi4 , Hasan Ashrafi-Rizi4 , Maryam Okhovati5 , Maryam Shekofteh6
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. ,mmahami24@yahoo.com
3- Department of Medical Library & Information Sciences, School of Management and Information Sciences, Iran University of Medical Sciences, Tehran, Iran.
4- Department of Medical Library and Information Sciences, School of Management and Medical Information Sciences, Isfahan University of Medical Sciences, Isfahan, Iran.
5- Department of Medical Library and Information Sciences, School of Management and Medical Informatics, Kerman University of Medical Sciences, Kerman, Iran.
6- Department of Medical Library and Information Sciences, School of Allied Medical Sciences, Shahid Beheshti University of Medical Sciences, Tehran, 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 Medical Library & Information Sciences, School of Management and Information Sciences, Iran University of Medical Sciences, Tehran, Iran.
4- Department of Medical Library and Information Sciences, School of Management and Medical Information Sciences, Isfahan University of Medical Sciences, Isfahan, Iran.
5- Department of Medical Library and Information Sciences, School of Management and Medical Informatics, Kerman University of Medical Sciences, Kerman, Iran.
6- Department of Medical Library and Information Sciences, School of Allied Medical Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
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Introduction
In recent years, the practical domains of library and information science in the medical field have expanded beyound traditional libraries to include information centers, research institutions, clinical settings, publishing houses, technology companies, the internet, virtual enviromnets, and even society as a whole. Fundamental changes in the production, access, and use of information, peticularly in methods of searching, storing, and presenting data, have rapidly evolved, especially in the health sector, driven by modern technologies such as artificial intelligence and big data [1]. These transformations have not only reshaped information access but have also generated demand for advanced skills. These developments have introduced new training requirements and made it inevitable to revise educational programs, especially practical courses such as fieldwork (internship) [2].
Fieldwork curricula in this discipline must be designed to adequately prepare students to address real-world challenges and diverse professional demands [2]. Previous studies indicate that a mismatch between educational content and actual labor market needs can lead to a decline in service quality provided to society [3,4]. This issue further emphasizes the necessity of revising curricula to effectively respond to contemporary societal needs. The lack of a standardized framework for designing these programs has led to considerable variation in their quality and effectiveness across universities [5]. Additionally, insufficient supervision of student performance and the absence of structured feedback mechanisms have limited the optimization of internship outcomes. Despite these challenges, internships play a key role in connecting theoretical knowledge and practical applications in real work environments, enabling students to engage with professional challenges, enhance practical skills, and increase readiness for future employment [6-9].
An additional dimention that has received limited attention is the need for research and innovation in the curriculum revision process. Studies suggested that revisions to the curricula of medical library and information science programs have mostly been carried out at a general level, with limited focus on practical details and empirical investigations, highlighting the need for further research in this field [10-14]. In other words, although curriculum updates have been attempted, the lack of in-depth needs assessments remains a major barrier to effective modernization of the field [15,16].
Accordingly, the present study is grounded in two fundamental considerations. First, there exists a significant gap between academic education and emerging professional demands, reducing effectiveness of graduates in real-world employment contexts. Second, there is a lack of a comprehensive and contextually adapted framework for designing and evaluating internship programs at the postgraduate level in this field. Therefore, this study aims to revise the internship curriculum for Master’s and doctoral programs in medical librarianship and information science based on contemporary professional requirements. This revision seeks to achieve greater alignment between internship experiences and evolving professional roles in the field, ultimately contributing to the enhancement of educational quality, the development of students’ practical competencies, and the overall improvement of health information services in the country.
Methods
This study adopted a mixed-methods (quantitative–qualitative) design, implemented in two consecutive phases. In the first (quantitative) phase, a 360-degree survey was conducted to assess the current status of internship programs and identify educational needs. The study population included Master’s and doctoral students and graduates of medical librarianship and information science, internship supervisors, faculty advisors, and directors of medical information centers. Inclusion criteria included current or completed internship experience for students and graduates, previous supervisory experience for faculty and managers, and familiarity with professional library practices.
Data were collected using researcher-developed questionnaires, informed by a literature review, and feedback from students and alumni. The questions were structured on a five-point Likert scale and covered domains including importance and necessity, field and setting, roles and skills, and educational challenges for students and faculty, as well as ethical principles and educational challenges for managers. Content validity was confirmed by five subject experts, and reliability was verified through a pilot test (Cronbach’s α = 0.71–0.83), indicating acceptable internal consistency. Questionnaires were electronically distributed to 300 potential participants across the country, resulting in 173 valid responses, which met the required sample size according to the Morgan table. Data analysis was performed using descriptive statistics (mean, percentage, standard deviation) in SPSS version 28.
In the second (qualitative) phase, focused group discussions were conducted with 16 policymakers from the national accreditation board of the field. Participants were purposively selected based on their involvement in educational policymaking and curriculum design. Following the Krueger and Casey model, three sessions (each 90 minutes, 5–6 participants per session) were held to interpret the quantitative results. Discussion topics included professional roles, skill requirements, challenges, evaluation methods, duration, and implementation models for the internship programs. Sessions were moderated by one researcher, audio-recorded, transcribed verbatim, and analyzed using thematic content analysis by two independent researchers, with discrepancies resolved through discussion.
Results
The majority of participants were graduate students and alumni including Master's (n=71, 41.04%) and Ph.D (n=51, 29.5%), followed by faculty members (n=41, 23.7%), and university medical librarians and information resource managers (n=10, 5.78%).
Survey of students: Regarding questions related to the "importance and necessity of internship", the majority of students acknowledge its significance, with an overall average score of 3.57 for Master's students and 3.65 for Ph.D. students. Both groups believe that the internship serves as a bridge between theoretical coursework and practical work experience, and can demonstrate potential professional fields, roles, and activities in the future; therefore, opportunities for fieldwork should be made available across all possible domains and platforms (Master’s: 3.82 ± 1.27 and Ph.D: 4.13 ± 0.97). The highest agreement among both groups of students was found for this statement: "internship and facing real-world challenges lead to the development of critical thinking, reasoning, and problem-solving skills" (Master’s: 4.09 ± 1.07 and Ph.D: 4.02 ± 1.08). Most Master’ students believe that the internship programs should provide opportunities for library and information science students to address the information needs of their peers in other disciplines, citizens, patients, families, and other special groups in both physical and virtual environments (mean ± SD = 4.06 ± 1.02); however, most Ph.D. students believe that identification and management of existing challenges in delivering medical information services should be incorporated into the internship curriculum (mean ± SD = 3.96 ± 1.17).
Students’ attitudes toward internship fields and locations: The highest mean scores among the Master’s students were observed for: "in planning for internships, the program time duration should be distributed across multiple centers to gain experience in various skills" (mean ± SD = 4.40 ± 0.73), and "the internship fields should not be limited to university libraries and research centers; industrial and technological centers, such as pharmaceutical companies, school libraries, and public libraries should also be included" (mean ± SD = 4.30 ± 0.78).
Survey of university medical librarians and scientific resource managers: To identify "ethical principles" and "educational challenges, roles, and skills" from the perspectives of medical librarians and scientific resource managers at the 11 Iranian universities offering Masters or PhD programs in Medical Library and Information Science , questionnaires were sent to all 11 institutions, but 10 libraians or managers participanted. All respondents agreed that: "students should receive appropriate theoretical training before being involved in internship programs through laboratory-based (skill lab) instruction" (mean = 5), and "interns must know how to show respect to colleagues, seniors, and clients" (mean = 5). The majority of librarians agreed that "interns should observe professional ethics in the workplace, commit to responding to requested information needs, and if an information need is beyond their capacity to answer, they should refer it to higher-level experts or individuals with relevant expertise" (mean ± SD = 4.60 ± 0.69).
Survey of internship advisors: A total of 41 internship advisors participated in this study. Regarding the internship curriculum, the highest level of agreement was observed for the statements: "information therapy services, evidence- based information, information counseling, participation in medical student journal clubs, and involvement in clinical rounds focused on understanding patient and clinical information needs should be added to the internship program" (mean ± SD = 4.59 ± 0.67), and "the doctoral-level internship should address the challenges of information policy-making " (mean ± SD = 4.59 ± 0.74).
Recommendations for curriculum revision: Based on focus group findings, internship programs should be categorized into four main domains: 1) clinical-medical and evidence-based practice (hospitals, clinics, pharmacies, diagnostic laboratories, rehabilitation centers, and other health information environments), 2) technology and communication (training labs, university IT departments, software development firms, innovation centers, and scientific/social networks), 3) research (research offices, scientometrics units, altmetrics, publication offices, and knowledge translation units), and 4) libraries and information centers (university, hospital, public, school, industrial, and specialized libraries).
Results suggest that internship programs can be implemented in three phases: pre-field (lab-based orientation), fieldwork, and post-field evaluation. A blended model combining physical, virtual, and hybrid modalities is recommended. Each stage may incorporate virtual simulations, role-playing, and lab-based practices. Evaluation and supervision should be managed by academic teams under direct mentorship and field supervision. Assessment tools such as logbooks, reflective reports, checklists, and supervisor evaluations should be used systematically. International internships and multi-center placements are also encouraged where feasible.
Discussion
This study aimed to review and redesign internship curricula in medical library and information science at the graduate levels by incorporating the perspectives of key stakeholders. Overall, the findings indicate a broad consensus on the critical role of internships in connecting theoretical instruction with real-world professional practices. This result is consistent with prior studies emphasizing that structured, goal-oriented internships enhance professional readiness and align educational outcomes with labor market demands [17–22]. Importantly, a substantial proportion of students reported that internships contribute to the development of critical thinking, problem-solving, and evidence-based decision-making skills. Similar conclusions have been reported in earlier research, which highlights experiential learning as a key mechanism for reducing the theory–practice gap in health information and library sciences [23–27]. These findings support the integration of evidence-based tasks and reflective activities into internship programs.
The strong preference for diverse internship environments, including research, industrial, and clinical settings, reflects the interdisciplinary nature of the field and parallels findings from previous studies that stress the importance of exposure to multiple professional contexts to prevent occupational marginalization [28–32]. In particular, the emphasis on clinical internships aligns with
In recent years, the practical domains of library and information science in the medical field have expanded beyound traditional libraries to include information centers, research institutions, clinical settings, publishing houses, technology companies, the internet, virtual enviromnets, and even society as a whole. Fundamental changes in the production, access, and use of information, peticularly in methods of searching, storing, and presenting data, have rapidly evolved, especially in the health sector, driven by modern technologies such as artificial intelligence and big data [1]. These transformations have not only reshaped information access but have also generated demand for advanced skills. These developments have introduced new training requirements and made it inevitable to revise educational programs, especially practical courses such as fieldwork (internship) [2].
Fieldwork curricula in this discipline must be designed to adequately prepare students to address real-world challenges and diverse professional demands [2]. Previous studies indicate that a mismatch between educational content and actual labor market needs can lead to a decline in service quality provided to society [3,4]. This issue further emphasizes the necessity of revising curricula to effectively respond to contemporary societal needs. The lack of a standardized framework for designing these programs has led to considerable variation in their quality and effectiveness across universities [5]. Additionally, insufficient supervision of student performance and the absence of structured feedback mechanisms have limited the optimization of internship outcomes. Despite these challenges, internships play a key role in connecting theoretical knowledge and practical applications in real work environments, enabling students to engage with professional challenges, enhance practical skills, and increase readiness for future employment [6-9].
An additional dimention that has received limited attention is the need for research and innovation in the curriculum revision process. Studies suggested that revisions to the curricula of medical library and information science programs have mostly been carried out at a general level, with limited focus on practical details and empirical investigations, highlighting the need for further research in this field [10-14]. In other words, although curriculum updates have been attempted, the lack of in-depth needs assessments remains a major barrier to effective modernization of the field [15,16].
Accordingly, the present study is grounded in two fundamental considerations. First, there exists a significant gap between academic education and emerging professional demands, reducing effectiveness of graduates in real-world employment contexts. Second, there is a lack of a comprehensive and contextually adapted framework for designing and evaluating internship programs at the postgraduate level in this field. Therefore, this study aims to revise the internship curriculum for Master’s and doctoral programs in medical librarianship and information science based on contemporary professional requirements. This revision seeks to achieve greater alignment between internship experiences and evolving professional roles in the field, ultimately contributing to the enhancement of educational quality, the development of students’ practical competencies, and the overall improvement of health information services in the country.
Methods
This study adopted a mixed-methods (quantitative–qualitative) design, implemented in two consecutive phases. In the first (quantitative) phase, a 360-degree survey was conducted to assess the current status of internship programs and identify educational needs. The study population included Master’s and doctoral students and graduates of medical librarianship and information science, internship supervisors, faculty advisors, and directors of medical information centers. Inclusion criteria included current or completed internship experience for students and graduates, previous supervisory experience for faculty and managers, and familiarity with professional library practices.
Data were collected using researcher-developed questionnaires, informed by a literature review, and feedback from students and alumni. The questions were structured on a five-point Likert scale and covered domains including importance and necessity, field and setting, roles and skills, and educational challenges for students and faculty, as well as ethical principles and educational challenges for managers. Content validity was confirmed by five subject experts, and reliability was verified through a pilot test (Cronbach’s α = 0.71–0.83), indicating acceptable internal consistency. Questionnaires were electronically distributed to 300 potential participants across the country, resulting in 173 valid responses, which met the required sample size according to the Morgan table. Data analysis was performed using descriptive statistics (mean, percentage, standard deviation) in SPSS version 28.
In the second (qualitative) phase, focused group discussions were conducted with 16 policymakers from the national accreditation board of the field. Participants were purposively selected based on their involvement in educational policymaking and curriculum design. Following the Krueger and Casey model, three sessions (each 90 minutes, 5–6 participants per session) were held to interpret the quantitative results. Discussion topics included professional roles, skill requirements, challenges, evaluation methods, duration, and implementation models for the internship programs. Sessions were moderated by one researcher, audio-recorded, transcribed verbatim, and analyzed using thematic content analysis by two independent researchers, with discrepancies resolved through discussion.
Results
The majority of participants were graduate students and alumni including Master's (n=71, 41.04%) and Ph.D (n=51, 29.5%), followed by faculty members (n=41, 23.7%), and university medical librarians and information resource managers (n=10, 5.78%).
Survey of students: Regarding questions related to the "importance and necessity of internship", the majority of students acknowledge its significance, with an overall average score of 3.57 for Master's students and 3.65 for Ph.D. students. Both groups believe that the internship serves as a bridge between theoretical coursework and practical work experience, and can demonstrate potential professional fields, roles, and activities in the future; therefore, opportunities for fieldwork should be made available across all possible domains and platforms (Master’s: 3.82 ± 1.27 and Ph.D: 4.13 ± 0.97). The highest agreement among both groups of students was found for this statement: "internship and facing real-world challenges lead to the development of critical thinking, reasoning, and problem-solving skills" (Master’s: 4.09 ± 1.07 and Ph.D: 4.02 ± 1.08). Most Master’ students believe that the internship programs should provide opportunities for library and information science students to address the information needs of their peers in other disciplines, citizens, patients, families, and other special groups in both physical and virtual environments (mean ± SD = 4.06 ± 1.02); however, most Ph.D. students believe that identification and management of existing challenges in delivering medical information services should be incorporated into the internship curriculum (mean ± SD = 3.96 ± 1.17).
Students’ attitudes toward internship fields and locations: The highest mean scores among the Master’s students were observed for: "in planning for internships, the program time duration should be distributed across multiple centers to gain experience in various skills" (mean ± SD = 4.40 ± 0.73), and "the internship fields should not be limited to university libraries and research centers; industrial and technological centers, such as pharmaceutical companies, school libraries, and public libraries should also be included" (mean ± SD = 4.30 ± 0.78).
Survey of university medical librarians and scientific resource managers: To identify "ethical principles" and "educational challenges, roles, and skills" from the perspectives of medical librarians and scientific resource managers at the 11 Iranian universities offering Masters or PhD programs in Medical Library and Information Science , questionnaires were sent to all 11 institutions, but 10 libraians or managers participanted. All respondents agreed that: "students should receive appropriate theoretical training before being involved in internship programs through laboratory-based (skill lab) instruction" (mean = 5), and "interns must know how to show respect to colleagues, seniors, and clients" (mean = 5). The majority of librarians agreed that "interns should observe professional ethics in the workplace, commit to responding to requested information needs, and if an information need is beyond their capacity to answer, they should refer it to higher-level experts or individuals with relevant expertise" (mean ± SD = 4.60 ± 0.69).
Survey of internship advisors: A total of 41 internship advisors participated in this study. Regarding the internship curriculum, the highest level of agreement was observed for the statements: "information therapy services, evidence- based information, information counseling, participation in medical student journal clubs, and involvement in clinical rounds focused on understanding patient and clinical information needs should be added to the internship program" (mean ± SD = 4.59 ± 0.67), and "the doctoral-level internship should address the challenges of information policy-making " (mean ± SD = 4.59 ± 0.74).
Recommendations for curriculum revision: Based on focus group findings, internship programs should be categorized into four main domains: 1) clinical-medical and evidence-based practice (hospitals, clinics, pharmacies, diagnostic laboratories, rehabilitation centers, and other health information environments), 2) technology and communication (training labs, university IT departments, software development firms, innovation centers, and scientific/social networks), 3) research (research offices, scientometrics units, altmetrics, publication offices, and knowledge translation units), and 4) libraries and information centers (university, hospital, public, school, industrial, and specialized libraries).
Results suggest that internship programs can be implemented in three phases: pre-field (lab-based orientation), fieldwork, and post-field evaluation. A blended model combining physical, virtual, and hybrid modalities is recommended. Each stage may incorporate virtual simulations, role-playing, and lab-based practices. Evaluation and supervision should be managed by academic teams under direct mentorship and field supervision. Assessment tools such as logbooks, reflective reports, checklists, and supervisor evaluations should be used systematically. International internships and multi-center placements are also encouraged where feasible.
Discussion
This study aimed to review and redesign internship curricula in medical library and information science at the graduate levels by incorporating the perspectives of key stakeholders. Overall, the findings indicate a broad consensus on the critical role of internships in connecting theoretical instruction with real-world professional practices. This result is consistent with prior studies emphasizing that structured, goal-oriented internships enhance professional readiness and align educational outcomes with labor market demands [17–22]. Importantly, a substantial proportion of students reported that internships contribute to the development of critical thinking, problem-solving, and evidence-based decision-making skills. Similar conclusions have been reported in earlier research, which highlights experiential learning as a key mechanism for reducing the theory–practice gap in health information and library sciences [23–27]. These findings support the integration of evidence-based tasks and reflective activities into internship programs.
The strong preference for diverse internship environments, including research, industrial, and clinical settings, reflects the interdisciplinary nature of the field and parallels findings from previous studies that stress the importance of exposure to multiple professional contexts to prevent occupational marginalization [28–32]. In particular, the emphasis on clinical internships aligns with
international evidence, demonstrating the value of medical librarians’ roles in patient education, clinical information services, and medication information provision [33–38]. Finally, while stakeholders expressed positive attitudes toward emerging technologies such as artificial intelligence and virtual learning environments, slightly lower agreement levels suggest the need for gradual implementation supported by appropriate infrastructure and training, as also noted in prior research [31,39,40]. Collectively, these findings extend existing literature by providing empirical support for revising internship curricula toward more flexible, practice-oriented, and technology-informed models.
Limitations
Some limitations should be considered. Due to the limited number of students and graduates participated in the study, the findings may not reflect the perspectives of all students and graduates. Hospital and clinical managers, as the managers of the field, did not participate in the study. Future studies should investigate the perspectives of these groups.
Conclusion
This study demonstrates that fieldwork programs in medical library and information science require revisons including strengthening digital competencies, addressing information policy challenges, and offering diverse internship opportunities in various environments. These programs should include detailed guidance, practical training opportunities, and supportive environments to prepare students for advanced academic and professional stages. Therefore, it is recommended that universities enhance collaboration with industry partners and institutions capable of hosting interns and employing graduates, thereby improving the quality of practical education through mandatory and optional internship schemes, for example, paid human resource plans.
Declarations
Ethical considerations: This study was approved by the Ethics Committee of Tabriz University of Medical Sciences under code IR. TBZMED. REC 1402.449, following guidelines from the Council for Basic Medical Sciences Education, Ministry of Health and Medical Education.
Funding: This research was financially supported by Tabriz University of Medical Sciences.
Conflict of interest: None declared.
Author contributions: VG: Conceptualization and study design; writing – review and editing; final approval; study supervision; MME: Methodology; data collection; data analysis; writing – original draft; writing – review and editing; final approval; LNA: Methodology; writing – review and editing; final approval; SP: Methodology; writing – review and editing; final approval; Firoozeh Zare Farashbandi: Methodology; writing – review and editing; final approval; HAR: Methodology; writing – review and editing; final approval; MA: Methodology; writing – review and editing; final approval.
MS: Methodology; writing – review and editing; final approval.
Data availability: Available upon reasonable request from the corresponding author.
AI decleration: Not applicable.
Acknowledgments: The authors hereby express their sincere appreciation to the esteemed members of the Examination, Evaluation, and Curriculum Planning Committee of the Medical Library and Information Science program for their valuable participation in the focused group discussion and for their insightful contributions to the development of the fieldwork curriculum.They also extend their gratitude to the Secretary of the Council for Medical Basic Sciences, Public Health, and Specialized Education, Dr. Dargahi, Dr. Bakhtiari, and Dr. Ghazanfari for their intellectual support and policy guidance.
Limitations
Some limitations should be considered. Due to the limited number of students and graduates participated in the study, the findings may not reflect the perspectives of all students and graduates. Hospital and clinical managers, as the managers of the field, did not participate in the study. Future studies should investigate the perspectives of these groups.
Conclusion
This study demonstrates that fieldwork programs in medical library and information science require revisons including strengthening digital competencies, addressing information policy challenges, and offering diverse internship opportunities in various environments. These programs should include detailed guidance, practical training opportunities, and supportive environments to prepare students for advanced academic and professional stages. Therefore, it is recommended that universities enhance collaboration with industry partners and institutions capable of hosting interns and employing graduates, thereby improving the quality of practical education through mandatory and optional internship schemes, for example, paid human resource plans.
Declarations
Ethical considerations: This study was approved by the Ethics Committee of Tabriz University of Medical Sciences under code IR. TBZMED. REC 1402.449, following guidelines from the Council for Basic Medical Sciences Education, Ministry of Health and Medical Education.
Funding: This research was financially supported by Tabriz University of Medical Sciences.
Conflict of interest: None declared.
Author contributions: VG: Conceptualization and study design; writing – review and editing; final approval; study supervision; MME: Methodology; data collection; data analysis; writing – original draft; writing – review and editing; final approval; LNA: Methodology; writing – review and editing; final approval; SP: Methodology; writing – review and editing; final approval; Firoozeh Zare Farashbandi: Methodology; writing – review and editing; final approval; HAR: Methodology; writing – review and editing; final approval; MA: Methodology; writing – review and editing; final approval.
MS: Methodology; writing – review and editing; final approval.
Data availability: Available upon reasonable request from the corresponding author.
AI decleration: Not applicable.
Acknowledgments: The authors hereby express their sincere appreciation to the esteemed members of the Examination, Evaluation, and Curriculum Planning Committee of the Medical Library and Information Science program for their valuable participation in the focused group discussion and for their insightful contributions to the development of the fieldwork curriculum.They also extend their gratitude to the Secretary of the Council for Medical Basic Sciences, Public Health, and Specialized Education, Dr. Dargahi, Dr. Bakhtiari, and Dr. Ghazanfari for their intellectual support and policy guidance.
Type of Study: Research |
Subject:
Medical Librarianship and Information Science
Received: 2025/06/6 | Accepted: 2026/02/21 | Published: 2026/03/1
Received: 2025/06/6 | Accepted: 2026/02/21 | Published: 2026/03/1
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