WEBVTT 00:00:00.000 --> 00:00:09.000 Sure it's a good to you, Yes, Okay, hello my name is Samantha Walsh, and I am presenting this poster with my colleague, Lily Martin. 00:00:09.000 --> 00:00:18.000 We are members of the Education and Research Services team at the Levy Library, at the Icon School of Medicine at Mount Sinai. As a result of the Covid 19 pandemic. 00:00:18.000 --> 00:00:21.000 All Library Instruction at the Iconic School of Medicine ATM Mount Sinai. 00:00:21.000 --> 00:00:36.000 Transition to virtual. This transition posed a challenge in terms of student engagement during required library classes when moving an annual end. Note: session online, my brain and structure instructors needed a way to ensure that students understood the 00:00:36.000 --> 00:00:41.000 conceptual need for reference management software and develop proficiency. 00:00:41.000 --> 00:00:47.000 During session using Google forms, we developed an interactive online forum completed throughout the workshop. 00:00:47.000 --> 00:00:50.000 This change opened up new possibilities for the workshop. 00:00:50.000 --> 00:01:00.000 We decided to overhaul the workshops, learning objective in order to rely on our session with medical school priorities as well as the Acl. 00:01:00.000 --> 00:01:05.000 Information, Literacy, Framework, and the Association Association of American Medical Colleges. 00:01:05.000 --> 00:01:10.000 Accreditation standards, the new learning objectives were developed. 00:01:10.000 --> 00:01:17.000 Using backwards design principles. We started by asking ourselves what we'd like the students, to be able to do after the session. 00:01:17.000 --> 00:01:25.000 Previous learning objectives focused on technical aspects of the endnote software which remain a requirement for the session. 00:01:25.000 --> 00:01:33.000 Our new learning objectives were designed to incorporate tangible academic integrity concepts and skills alongside reference management and endnote specific skills. 00:01:33.000 --> 00:01:46.000 At the end of the session students were able to navigate the nuances of academic publishing and the various styles, standards, and tools of available to maintain the academic integrity. 00:01:46.000 --> 00:01:58.000 You have credits to the original ideas of others through proper citation, accurately paraphrase the passage while remaining loyal to the meaning of the original text, and create a reference library and bibliography, using 00:01:58.000 --> 00:02:05.000 Anna, each finding objective, corresponded to a question completed by students throughout the session. 00:02:05.000 --> 00:02:11.000 The Google form successfully allowed us to track attendance, as well as ensure that students work towards each learning objective. 00:02:11.000 --> 00:02:26.000 In addition to the questions aligned with the learning objectives, the form also asked students if they had any additional questions or comments of the 107 students who attended the sessions and submitted the form for ask questions about and note 00:02:26.000 --> 00:02:32.000 functionality, and one student asked about library services. 27 students used this optional space to say, Thank you. 00:02:32.000 --> 00:02:43.000 Students commented on the interactive nature as well as the usefulness of the content. While these statements were appreciated, we were most excited by that low number of questions about endnote functionality. 00:02:43.000 --> 00:02:54.000 Just 3 point: 7% of all attendees. When these sessions were taught in person without a Google form or physical worksheet of any kind, a large portion of the class would have clarifying questions about endnote this required 00:02:54.000 --> 00:03:00.000 instructors to provide 30 plus minutes of one-on-one assistance to students after each session. 00:03:00.000 --> 00:03:17.000 Therefore, the synchronous online forum not only prompted us to rethink our learning objectives, but may have kept students engaged throughout the session, resulting in stronger attention. of key academic integrity concepts and