COGNITIVE LEARNING ENGAGEMENT IN FOURTH-YEAR MEDICAL STUDENTS AT CAN THO UNIVERSITY OF MEDICINE AND PHARMACY: LEVEL AND RELATED FACTORS
DOI:
https://doi.org/10.18173/2354-1075.2026-0019Keywords:
cognitive positivity, medical students, influencing factors, medical educationAbstract
Cognitive engagement is critical for enhancing learning effectiveness and professional competence among medical students. However, many remain passive due to constraints in motivation, individual capacity, and teaching methods. This cross-sectional analytical study assessed 300 fourth-year students at Can Tho University of Medicine and Pharmacy (academic year 2025). Results showed that 34.7% of students reported moderate, 33.4% low, and 31.7% high engagement. Classroom interaction, self-regulation, and coping strategies significantly influenced outcomes, while ethnicity had no effect. Personalized education and enhanced interactive learning are recommended to improve training quality.
Downloads
References
[1] Han ER, Yeo S, Kim MJ & et al., (2019). Medical education trends for future physicians in the era of advanced technology and artificial intelligence: an integrative review. BMC Medical Education, 19(1), 460.
[2] Mir MM, Mir GM, Raina NT, Mir SM, Mir SM, Miskeen E & et al., (2023). Application of Artificial Intelligence in Medical Education: Current Scenario and Future Perspectives. Journal of Advances in Medical Education & Professionalism, 11(3), 133-140.
[3] HT Hải & NT Nguyệt, (2012). Tính tích cực học tập và vấn đề tích cực hóa hoạt động học tập của sinh viên trong đào tạo tín chỉ. Tạp chí Khoa học Xã hội, Nhân văn và Giáo dục, 2(4), 112-115.
[4] NT Huyền, (2018). Thực trạng tính tích cực học tập của sinh viên trường Đại học Kinh tế Quốc dân. Tạp chí Giáo dục, 437 (Kì 1 - 9/2018), 23-27.
[5] Van den Berg JW, Mastenbroek NJJM, Scheepers RA & Jaarsma ADC, (2017). Work engagement in health professions education. Medical Teacher, 39(11), 1110-1118.
[6] NTN Xuân, (2016). Phát huy tính tích cực học tập của sinh viên trong dạy học các môn Tâm lí học, Giáo dục học Đại cương. "Văn hóa - Giáo dục - Nghệ thuật", (23), 28-32. https://thuvienso.net/document/view/phat-huy-tinh-tich-cuc-hoc-tap-cua-sinh-vien-trong-day-hoc-cac-mon-tam-ly-hoc-giao-duc-hoc-dai-cuong-1019196
[7] Kassab SE, Rathan R, Taylor DCM & et al., (2024). The impact of the educational environment on student engagement and academic performance in health professions education. BMC Medical Education, 24, 1278.
[8] Wu H, Li S, Zheng J & Guo J, (2020). Medical students’ motivation and academic performance: the mediating roles of self-efficacy and learning engagement. Medical Education Online, 25(1), 1-9.
[9] Li S, Zheng J & Lajoie SP, (2020). The relationship between cognitive engagement and students’ performance in a simulation-based training environment: an information-processing perspective. Interactive Learning Environments, 31(3), 1532-1545.
[10] NV Bảng & NV Bắc, (2023). Enhancing satisfaction among Vietnamese students through gamification: The mediating role of engagement and learning effectiveness. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2265276.
[11] LC Hiếu & HTN Xuân, (2023). Mức độ hài lòng của sinh viên điều dưỡng về hoạt động giảng dạy lâm sàng của giảng viên tại Trường Đại học Y khoa Phạm Ngọc Thạch. Tạp chí Y học Việt Nam, 531(1), 274-278.
[12] Deci EL & Ryan RM, (2016). Optimizing Students’ Motivation in the Era of Testing and Pressure: A Self-Determination Theory Perspective. In Liu W, Wang J & Ryan R (Eds.), Building Autonomous Learners. Springer, Singapore.
[13] Deci EL & Ryan RM, (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
[14] Cooke M, Irby DM & O'Brien BC, (2010). Educating physicians: A call for reform of medical school and residency. Jossey-Bass.
[15] Weimer M, (2013). Learner-centered teaching: Five key changes to practice (2nd ed.). Jossey-Bass.
[16] Kassab SE, Al-Eraky M, El-Sayed W & et al., (2023). Measurement of student engagement in health professions education: a review of the literature. BMC Medical Education, 23, 354. https://doi.org/10.1186/s12909-023-04344-8.
[17] Truin LS, Köhler S, Heger IS & et al., (2024). Associations of an individual’s need for cognition with structural brain damage and cognitive functioning/impairment: cross-sectional population-based study. The British Journal of Psychiatry, 224(6), 189-197.
[18] NYT Ngọc & ĐTK Oanh, (2025). Cooperative learning and its influences on student engagement. Cogent Education, 12(1), 1-19.
[19] TTT Giang, Andre J & HH Lan, (2022). Student Engagement: Validating a Model to Unify In-Class and Out-of-Class Contexts. SAGE Open, 12(4), 1-19. https://doi.org/10.1177/21582440221140334
[20] LTP Hoa, (2023). Tính tích cực học tập của sinh viên Trường Đại học Sư phạm Đại học Thái Nguyên. Equipment with New General Education Program, 292 (Kỳ 1 Tháng 7), 80-81.
[21] Abd-El-Fattah SM, (2010). Garrison's model of self-directed learning: preliminary validation and relationship to academic achievement. The Spanish Journal of Psychology, 13(2), 586-596.
[22] Duong NLM & et al., (2025). Academic motivation in association with mental health and quality of life among medical and health science students: A survey in Vietnam. BMC Medical Education, 25(1), 986.
[23] Xu X, Shi Z, Bos NA & Wu H, (2023). Student engagement and learning outcomes: an empirical study applying a four-dimensional framework. Medical Education Online, 28(1), 1-13.
