This study presents a policy-oriented case analysis conducted in Iran, aimed at revising the internship curriculum in Medical Library and Information Science (MLIS) to better reflect societal and professional needs. The policy recommendations were derived from evidence generated through a preliminary descriptive cross-sectional study. A structured three-phase approach was employed in the development of the policy brief, utilizing a combination of complementary methods: a comprehensive literature review; a structured survey of key stakeholders using researcher-developed questionnaires; and content analysis of preliminary curriculum drafts, supplemented by focused group discussions. Findings revealed that the existing curriculum falls short in meeting labor-market expectations and coping with rapid technological changes. To address these gaps, the study recommends a redesigned internship framework grounded in expanded practical training across diverse environments, including research centers, clinical settings, and information management units. The proposed model consists of three distinct phases: pre-practicum, practicum, and post-practicum. In resource-limited contexts, the use of virtual internships, simulations, and scenario-based learning is encouraged. Additionally, the integration of both qualitative and quantitative assessment strategies is advised to ensure comprehensive evaluation. Emphasizing emerging domains and digital tools is considered essential for aligning the curriculum with future professional requirements and enhancing national academic capacity in medical information science.
Gavgani et al. (Sat,) studied this question.