Abstract
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.