LEVELS AND ASSOCIATED FACTORS OF COGNITIVE ENGAGEMENT AMONG FOURTH-YEAR MEDICAL STUDENTS AT CAN THO UNIVERSITY OF MEDICINE AND PHARMACY

Tóm tắt

Background: Cognitive engagement is a core determinant of effectiveness in medical training, reflected in students’ use of metacognitive strategies to comprehend complex knowledge and develop clinical skills. Although international research has expanded rapidly since 2019, empirical evidence in Vietnam remains limited, particularly for fourth-year students-a critical transition to fulltime clinical placement under high academic demands. Objectives: To quantify cognitive engagement among fourth-year medical students at Can Tho University of Medicine and Pharmacy and examine factors associated with it.  Materials and methods: A cross-sectional analytical study was conducted among 300 fourth-year medical students. A standardized questionnaire was administered, including 25 items measuring cognitive engagement and 15 items assessing potential influencing factors. Data were analyzed using descriptive statistics and multivariable regression using SPSS version 26.0. Results: High, moderate, and low levels of cognitive engagement were observed in 50.7%, 30.3%, and 19.0% of students, respectively. Curriculum content and learning motivation showed the strongest association (β = 0.268; R² = 0.626), followed by personal factors (β = 0.191) and teaching methods (β = 0.157). The overall model explained 69.5% of the variance (p < 0.001). Conclusion: Curricular content should be strengthened for clinical applicability; psychoeducational interventions are warranted to improve stress management and self-efficacy; and faculty development should prioritize feasible, context-appropriate active teaching approaches.