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This paper builds on Leslie Morton's vision of enabling users through education and training. It describes three different approaches to mediated training for medical students and clinicians provided by peers, juniors (i.e. medical students) and information specialists (i.e. clinical librarians) and considers the benefits to the participants. The training was provided either on a one-to-one basis or within teams in their work environments (e.g. offices, wards, team meetings). The first two projects (peer tutoring and reverse mentoring) suggest that contextualized training, using intermediaries, provides the direct benefit of cost-effective IT skill development and the indirect benefits deriving from the interactions between the trainers and the target groups. The third project, the outreach librarian study, provides evidence of both direct benefits (i.e. time saved, quality of service, skills acquired, financial savings and improved evidence-based medicine implementation) and indirect, long-term benefits relating to more social issues (e.g. perceptions of the library, clinical teams, job satisfaction and patient interactions). The general conclusion to emerge from this review of case studies is that the concept of educational benefits is very broad and that empirical studies need to look at both obvious and less obvious benefits. 相似文献
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Joseph Murphy 《Journal of Education for Students Placed at Risk》2013,18(1):38-55
We know that homelessness creates conditions of risk for homeless children and youth (e.g., malnutrition, missing parental support, affiliation with deviant peers, disconnect from schooling, and so forth). Researchers also document that these states of risk have devastating physical, emotional, social, and educational impacts on young people. In this article, we explore the final issue—how displacement affects the educational well-being of homeless children and youth. We begin our review with a variable—mobility—that has a good deal of explanatory power for the educational impacts examined. We conclude with the consequences of homelessness that follow displaced children and youth into adulthood. In between we discuss an assortment of outcome factors: placement in special education, attendance, academic success, and graduation. 相似文献
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Joseph E. Zins John J. Murphy 《Journal of educational and psychological consultation》2013,23(2-3):175-184
There is an increasing need for education professionals to keep abreast of new research and developments in their fields. The peer support group, which is characterized by the sharing of expertise and knowledge, the provision of mutual support, and joint problem solving among professional colleagues, has been advanced as promising means of promoting professional growth and development. This article reports the results of an exploratory national survey of school psychologists' involvement in peer support groups (PSGs) that was undertaken to identify the potential contributions of such activities to improving professional practice. Nearly 64% of the respondents indicated involvement in a PSG at some point in their careers, with almost 50% currently participating in one. Several benefits were attributed to group membership, and it was suggested that further research efforts are needed to clarify the essential components that contribute to group effectiveness. 相似文献
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Molly Murphy 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2019,28(5):129-137
AbstractAt the University of Oklahoma, we began campus or home delivery of items from our library as well as those from other libraries. We have added more services over the years in response to requests from our users. In doing so, we found room for improvements. This paper addresses some of the issues we encountered. 相似文献
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