Vahideh Zarea Gavgani

This scoping review explored the concept of virtual/online internships in Library and Information Science (LIS) education, focusing on their rationale, advantages, and challenges. Following the Arksey and O’Malley framework, sixteen relevant articles were included after screening 261 initial records identified through database searches ( n = 181) and additional sources such as gray literature and reference lists ( n = 80). The findings revealed key themes and sub-themes related to the motivations for adopting virtual internships, their potential benefits for students and institutions, and the barriers to effective implementation. The results suggested that virtual internships addressed several limitations of traditional in-person models by offering greater accessibility and flexibility. However, they were not universally applicable and were best considered as context-dependent alternatives rather than outright replacements. This review highlighted the transformative potential of virtual internships in LIS education while underscoring the importance of tailored implementation strategies.

Background: The increasing integration of artificial intelligence (AI) into higher education and health-related fields has increased the need to assess students’ AI literacy across multiple dimensions. Objective: This study aimed to assess self-reported AI literacy among students enrolled in health-related programs at Tabriz University of Medical Sciences and to examine its associations with demographic and academic characteristics. Methods: This cross-sectional study was conducted among 132 undergraduate and postgraduate students at the Faculty of Management and Medical Informatics, Tabriz University of Medical Sciences. A researcher-adapted questionnaire based on a previously validated four-dimensional AI literacy framework was used to assess knowledge, operational, critical, and ethical dimensions. To allow meaningful comparison across dimensions with different numbers of items, dimension scores were expressed as mean item scores on a 1– 5 scale. Data were analyzed using independent-samples t-tests, one-way ANOVA, and a multivariable General Linear Model. Results: The overall mean AI literacy score was 3.18 (SD = 0.66) on a 1– 5 scale. Among the four dimensions, the operational dimension had the highest mean item score (3.79), followed by the critical (3.52), knowledge (3.03), and ethical (2.49) dimensions. In bivariate analyses, differences in AI literacy were observed according to gender, age, and academic level. However, after multivariable adjustment, significant associations remained primarily for academic level with knowledge and operational scores and for age with the critical dimension, whereas no significant adjusted association was observed for the ethical dimension. Conclusion: Students demonstrated a moderate overall level of self-reported AI literacy, with substantial variation across dimensions. The relatively lower ethical literacy score indicates an area that may warrant further educational attention. However, the observed demographic differences should be interpreted cautiously because several bivariate associations were attenuated after adjustment and the study was based on self-reported data from a single institution.

The pre-analytical phase is the most vulnerable component of the total testing process and accounts for a significant proportion of laboratory errors. In public outpatient centers, this vulnerability is more pronounced due to high patient volumes and weaknesses in information flow. This editorial aims to emphasize the role of medical information professionals in reducing pre-analytical laboratory errors and enhancing patient safety. For proper governance of medical information in diagnostic laboratories, laboratory information systems (LIS) need to extend beyond merely recording identity demographic data. By providing and delivering appropriate information to patients at the appropriate time, standardizing communications, employing integrated digital systems, and fostering informed patient participation in the diagnostic and treatment process, such systems can support diagnostic accuracy and patient safety. This can be achieved easily and at minimal cost within the health system through cross-sectoral collaboration and the integration of the Laboratory Information System with medical information management and medical libraries. This editorial emphasizes the integration of the laboratory information system (LIS), the laboratory information management system (LIMS), and field of medical information management (MIM) as a unified information model within the medical diagnostic laboratory and clinical services. Through cross-sectoral communication, information integration, effective information transfer, and the provision of pre-test information to patients with the assistance of medical librarians, this model can reduce laboratory errors and result-transmission errors, and improve patient safety.

Background: Inflammatory Bowel Diseases (IBD), including Ulcerative Colitis and Crohn’s Disease, are chronic and recurrent conditions that severely impact patients' quality of life and increase the risk of complications. Providing accurate and evidence-based health information is a non-pharmacological strategy that may improve disease outcomes. This study aimed to evaluate the effect of physician-prescribed information on patients' quality of life and disease Relapse. Methods: In this randomized controlled trial, 160 patients with IBD were randomly assigned to two groups. The intervention group received a structured information prescription (IP) developed by a trained medical librarian and approved by a physician, while the control group received routine oral explanations. The World Health Organization Quality of Life Questionnaire (WHOQOL) and Time to Relapse Questionnaire (TRQ) were used to assess quality of life and Relapse, respectively. Statistical analyses included t-tests, Chi-square, and Mann-Whitney tests using Stata17 software. Results: The Relapse rate in the intervention group was significantly lower than in the control group at both two months (12.5% vs. 87.5%, p=0.004) and four months (15% vs. 42.5%, P<0.001). The risk of Relapse in the control group was more than twice as high compared to the intervention group (Hazard ratio: 2.1; 95% CI: 1.6–2.8). The mean overall quality of life scores showed an improvement in the intervention group, while a decline was observed in the control group. A significant improvement was also indicated in all quality-of-life domains in the intervention group when compared to the control group (P < 0.001). Conclusion: Physician-prescribed information interventions significantly enhance quality of life and reduce disease Relapse in IBD patients, offering a promising complementary approach in clinical care.

Introduction: Heart failure is a leading cause of hospitalization and mortality, with frequent readmissions mainly due to poor self-care knowledge and low medication adherence. These readmissions increase healthcare costs and reduce patients’ quality of life. Evidence shows that physician-prescribed, evidence-based information prescriptions (IPs) can enhance self-management and reduce readmission rates. This policy brief aims to propose strategies in this direction, taking an effective step toward achieving health equity and elevating the quality of care. Methods: This policy brief was developed using a mixed-methods approach, including a 12-month randomized controlled trial among 120 heart failure patients at Shahid Madani Cardiovascular Teaching Hospital, a systematic review of evidence (Cochrane, UpToDate, and MedlinePlus), and expert focus group discussions. Evidence was synthesized and translated into policy recommendations with review. Quantitative data were analyzed using descriptive statistics and inferential tests (Chi-square, Kaplan–Meier, and Cox regression). A p-value of less than 0.05 (P≤0.05) was considered statistically significant at all stages of the analysis. Results: Findings from the trial and expert analyses led to four interconnected policy recommendations: institutionalizing information prescription for heart failure patients as a national standard of care; establishing evidence-based information delivery units in cardiac and teaching hospitals to provide personalized patient education; developing a formal triangular collaboration framework among Clinical Team (Cardiologists and Nurses), medical librarians and Patients to coordinate educational activities; and launching a digital heart failure information prescription system integrated with national electronic health records to automate patient communication and follow-up. Conclusion: Integrating Information Prescription into Heart failure care supported by evidence-based delivery units, interdisciplinary collaboration, and digital platforms can improve patient outcomes and system efficiency.

Background. Continuous review and updating of educational programs within higher education is of paramount importance, serving as a fundamental pillar in achieving sustainable development goals. Specifically within the field of medical library and information science, the remarkable and ongoing expansion in the volume and breadth of scientific information, coupled with the rapid evolution of technological advancements within the healthcare sector, has rendered curriculum revision an absolutely essential undertaking. This article aimed to present a detailed account of the experience gained in implementing a curriculum revision process at the undergraduate level, specifically within the domain of medical library and information science. Methods. This study employed a qualitative research approach, utilizing a conventional content analysis method as its core analytical framework. Data collection was conducted through a series of semi-structured interviews, organized into focus group discussions. Individuals were included as participants based on their demonstrated interest in the subject matter, coupled with prior experience in curriculum design and development. Conversely, those unwilling to participate were excluded from the study. A total of 14 were ultimately involved in the data collection process. Data collection continued until saturation was reached. To ensure the trustworthiness and rigor of the findings, Lincoln and Guba's four criteria for trustworthiness were meticulously applied throughout the research process. MAXQDA 10 software was used for data analysis and management. Results. The analysis yielded five main categories and twelve subcategories. The main categories included: structural barriers at the macro-policy level, organizational obstacles, resistance to change and innovation, challenges pertaining to collaboration and alignment within the higher education and employment systems, and operational and implementation challenges. Conclusion. Curriculum revision requires the active involvement of all stakeholders, including faculty members, students, administrators, and employers. The importance of employing systematic research methods and well-defined theoretical frameworks in this process was clearly evident. However, the barriers and challenges identified in this study need to be directly addressed, and practical solutions must be developed to ensure higher quality and more effective curriculum revisions in the future.

Background. The infodemic phenomenon has recently emerged as a major challenge in Iran’s public health and social trust. The spread of misinformation and the decline in the credibility of official sources have weakened citizens’ decision-making and the effectiveness of national policies. This policy brief presents strategies to enhance media literacy and address infodemic-related risks. Methods. The evidence for this policy brief was derived from 2 main sources: a descriptive-analytical study (internal evidence) and data gathered from prior studies (external evidence) published in established databases. Internal evidence was collected through a questionnaire-based survey involving Iranian health information specialists, including medical librarians/information science professionals, media experts, and health education/promotion specialists. In the final stage, effective media literacy strategies to counter the infodemic, collected from the preceding two phases, were evaluated through focused group discussions and in-depth interviews with 5 experts in the field until theoretical saturation was reached. Results. Policy options identified include: designing and implementing a national media literacy education program, establishing rapid information response teams for health crises, developing supportive technologies and systems for identifying and correcting misinformation, launching public awareness and media culture promotion campaigns, and strengthening knowledge translation and exchange regarding health and infodemics. Conclusion. A combination of short-term and long-term measures encompassing educational, technological, cultural, and research strategies coupled with government and community participation can strengthen informational resilience and reduce vulnerability to false narratives. Practical Implications.The most effective strategy for enhancing media literacy and managing the infodemic is the adoption of a participatory governance approach involving the simultaneous engagement of government, civil society, academia, and the technology sector; therefore, future research and interventions should focus on developing and evaluating such frameworks within the health system.

Background. Transformations in the healthcare system and rapid technological advancements have created new requirements for the revision of educational curricula. The objective of this policy brief is to present evidence-based policies for improving the curriculum revision process in the field of Medical Library and Information Science, in order to effectively respond to emerging educational and professional requirements. Methods. To prepare this policy brief, internal evidence—comprising a multi-stage quantitative and qualitative mixed-methods study—and external evidence from published literature were utilized. This involved a scoping review of international databases and an examination of valid, accessible curricula from other countries. Results. Policy recommendations included six recommendations regarding the content dimension of the curriculum revision and five recommendations regarding the structural dimension. Conclusion. The continuous revision and improvement of higher education curricula require a comprehensive and coordinated approach involving the participation of the Ministry of Health and Medical Education (MOHME), Educational Development Centers/Offices (EDC/EDO), University Vice-Chancellors for Education, educational departments, medical centers, and the labor market.