Assessing the State of Accountable Education in Medical Librarianship and Information Science
Journal of Medical Library and Information Science,
Vol. 7 No. 7 (2026),
6 May 2026
https://doi.org/10.22037/jmlis.v7i7.51593
Abstract
Introduction: Accountable education is an educational approach that addresses society’s information, knowledge, and skill-related needs and expectations; consequently, it is important in medical librarianship and information science. This study examines the status of accountable education—across the Context, Process, Input, and Output dimensions—within medical librarianship and information science, from the perspectives of faculty members and graduate students at Iranian universities of medical sciences.
Methods: This study employed a descriptive-analytical survey design. The statistical population consisted of all faculty members and graduate students (Master’s and PhD levels) in Medical Librarianship and Information Science departments across the country in 2021. the population comprised 41 faculty members and 140 graduate students. Data were collected using a self-report questionnaire; subject-matter experts and faculty members in the field confirmed its validity, and reliability was calculated using Cronbach’s alpha (exceeding 0.98). Data analysis was performed using SPSS 31, using descriptive statistics (mean, standard deviation, and median) and analytical tests (independent t-test and one-way ANOVA).
Results: The overall standardized mean score for accountable education in medical librarianship and information sciences is 0.520 ± 0.171, indicating a moderate level. The Output dimension scored highest among the categories, with a mean of 0.55 and a standard deviation of 0.189; within this dimension, the item “Graduates' familiarity with and proficiency in using various print, electronic, and web-based resources” achieved the highest mean score (0.62). The Context dimension ranked next, with a mean of 0.54 and a standard deviation of 0.17; the item “The educational group has a strategic plan” secured the highest score (0.62) in this category.
Conclusion: The study concludes that the Output dimension ranked highest, while the Process dimension ranked lowest regarding the implementation of accountable education in medical librarianship and information science in Iran. The findings suggest that the Input and Process dimensions within medical sciences universities are not at a desirable level for accountable education in this field.
- Accountable education
- social accountability
- medical librarianship and information science
- Iran
How to Cite
References
1. Heidari G. Library and information science education in Iran: barriers and solutions. Library and Information Science Quarterly. 2011; 54(2): 71-105. Available from: https://lis.aqr-libjournal.ir/article_42689.html?lang=fa [In Persian].
2. Shieh, H., Ghanavati, S., Nabeiei, P., Amini, M. Exploration of Social Accountability Indicators in Medical Science Schools in Iran. Interdisciplinary Journal of Virtual Learning in Medical Sciences. 2016; 7(1):61-72. doi: 10.5812/ijvlms.12144
3. Bahou Taroudi T, Yousefi Saeidabadi, R., Safarian Hamedani, S. The role of leading professors and responsive teaching on development of third generation university and presenting a model in Mazandaran university of medical sciences. J Mazandaran Univ Med Sci. 2020;30(188):116-124. Available from: http://jmums.mazums.ac.ir/article-1-14468-fa.html
4. Morley, L. (2001). Producing new workers: Quality and equality and employability in higher education. Quality in Higher Education. 7 (2). 131-138. doi: 10.1080/13538320120060024
5. Nili M, Nasr, AR. ,Sharif, M. ,Merhrmohammadi, M. Social prerequisites and outcomes of accountable curriculum in higher education case study: public universities of Isfahan. Journal of Applied Sociology. 2010;21(2):57-76. Available from: https://jas.ui.ac.ir/article_18153.html?lang=en
6. Hafezi H, Nami K, Sahebalzamani M, Bagheri M. Responsive and Justice-Centered Education Model in Medical Sciences Educationz. Sadra Med. Sci. J. 2023; 11(4): 462-475. doi: 10.30476/smsj.2023.97958.1399
7. Hosseinirad S, Masoumi L, Vakili H. Evaluating the Curriculum of Medical Library and Information Sciences MSc Program from the Perspective of Graduates: Towards Accountable Education. Iranian Journal of Medical Education 2018; 18 :192-203
Available from: http://ijme.mui.ac.ir/article-1-4580-en.html
8. arefarashbandi F, Daei, A. A comparative study of the master of science curriculum of medical library and information science with similar curriculums in Iran. Journal of Library Information Science Studies. 2018;25(25):253-76. [in Persian] doi: 10.22055/slis.2017.17284.1199
9. Shahbazi, R., Fahimnia, F., Hakimzadeh, R. Confirmatory Factor Analysis of IT-based Competency Questionnaire in Information Science & Knowledge Studies, Based on Job Market Analysis. Iranian Journal of Information Processing and Management, 2016; 31(2): 483-511. doi: 10.35050/JIPM010.2016.043. [In Persian].
10. Jalilian hamed H, Amini A, Alizadeh M. Developing social accountability indicators at medical school. Res Dev Med Educ. 2015;4(1): 71-76. doi: 10.15171/rdme.2015.011
11. Pourabbas A, Amini, A. ,Asghari Jafarabadi, M. The status of accountable education in clinical education departments of Tabriz university of medical Sciences. Research in Medical Education. 2020;12(2):71-82. Available from: https://www.magiran.com/p2177267
12. Karimi M. Socially accountable medical education. Journal of Medical Education and Development. 2013;8(1):74-6. Available from: https://jmed.ssu.ac.ir/article-1-93-en.pdf . [In Persian].
13. Stufflebeam, Daniel L., and Zhang, Guili. The CIPP Evaluation Model: How to Evaluate for Improvement and Accountability. United Kingdom, Guilford Publications, 2017. 1st edition, 384 pp. ISBN-13: 978-1462529230
14. Yousefi A R, Yarmohammadian M, Dadman M. Internal Efficiency Evaluation Indicators in Universities of Medical Sciences. Iranian Journal of Medical Education. 2008;7(2):409-421. Available from: http://ijme.mui.ac.ir/article-1-700-en.html. [In Persian].
15. Tatari F, Hosseini,S.A., Abasalt,B. Investigation the role of faculty members in accountable medical education. Teb and Tazkiyeh. 2018;27(3):147-56. Available from: https://www.tebvatazkiye.ir/article_80281_364689a16ff3fea3cd770aad284c124d.pdf. [In Persian].
16. Akbari Farmad S, Ahmady S., Hoseini M.A. Exploring faculty members perceptions about socially accountable medical education challenges: a qualitative content analysis. Strides in Development of Medical Education. 2016;13(1):1-9. Available from: https://sdme.kmu.ac.ir/article_90437.html. [In Persian].
17. Torkzadeh J, ParsehV. , Marzoughi, R. , Mohammadi, M. Providing a framework for responding to the environment in the higher education curriculum. Journal of New Approaches in Educational Administration. 2020; 11(45): 211-248. Available from: https://jedu.marvdasht.iau.ir/article_4454.html?lang=en. [In Persian].
18. Fomunyam K, George, T. D, M. Curriculum responsiveness within the context of decolonisation in South African higher education. Perspectives in Education. 2017;35(2):196-207. Available from: https://journals.ufs.ac.za/index.php/pie/article/view/3403
19. Boelen C, Pearson D, Kaufman A, Rourke J, Woollard R, Marsh DC, et al. Producing a socially accountable medical school: AMEE Guide No. 109. Med Teach. 2016;38(11):1078-1091. doi: 10.1080/0142159X.2016.1219029
20. Dehghani MR, Azizi F, Haghdoost A, Nakhaee N, Khazaeli P, Ravangard Z. Situation Analysis of Social Accountability Medical Education in University of Medical Sciences and Innovative Point of View of Clinical Faculty Members towards its Promotion Using Strengths Weaknesses Opportunities and Threats (SWOT) Analysis Model. Strides in development of medical education. 2014; 10(4): 403-412. [in Persian]. Available from: https://sdme.kmu.ac.ir/article_90290.html
21. Alirezaei S, Arji G. Identifying the Situation of Accountable Medical Science Education and Providing Implementation Solutions in Zanjan University of Medical Sciences from the Point of View of Experts in the Field of Education. J Med Edu Dev; 17 (4): 263 - 272. Available from: http://jmed.ssu.ac.ir/article-1-1357-fa.html
22. Haghdoost A, Momtazmanesh, N. ,Shoghi, F. ,Mohagheghi, M. ,Mehrolhassani MH. Accreditation the education development centers of medical-sciences universities: another step toward quality improvement in education. Iran J Public Health. 2013;42(Supple 1):134-40. Available from: https://ijph.tums.ac.ir/index.php/ijph/article/view/4672
23. BazrafshanA.Evaluationofinputsofmaster’sprogramin Medical Library and Information Science based on Sipmodel in Medical Sciences Universities in 2010 [Thesis].Tehran: TehranUniversityofMedicalSciencesandHealthServices, 2011. [InPersian].
24. Amuei F, Rezai M S, Malekzadeh R, Mahmoodi E. A review of the lesson plan design in Iran's medical education; necessities and challenges. Clin Exc 2017; 7 (1) :64-76
Available from: http://ce.mazums.ac.ir/article-1-346-en.html
25. Puschel K, Riquelme A, Sapag J, Moore P, Díaz LA, Fuentes-López E, et al. Academic excellence in Latin America: Social accountability of medical schools. Med Teach. 2020 Aug;42(8):929-936. doi: 10.1080/0142159X.2020.1770712
26. Teichler U. Mass higher education and the need for new responses. Tert Educ Manag. 2001; 7(1): 3 -7. Doi: https://doi.org/10.1023/A:1011303819090
- Abstract Viewed: 16 times
