ABSTRACT
The COVID-19 pandemic had forced medical students to study at home, transitioning to an emergency remote learning mode of instruction. Its impact on students was unknown and likely to be of concern. Therefore, this study assessed cognitive, emotional and behavioural engagements of medical students during emergency remote learning, and examined its associations with regard to their age, gender, stages of study and ethnic groups. A self-administered questionnaire was distributed to undergraduate medical students at one public medical school in Malaysia. Emergency remote learning was conducted via Microsoft Teams (synchronous) and web resources (asynchronous). The questionnaire consisted of four sections: demographic background, emotional, behavioural, and cognitive engagements with emergency remote learning. Three hundred twenty-nine students (n = 329) completed the questionnaire. The three engagement dimension scores were 3.36/4.00 (behaviour - act), 3.16 (cognition - think) and 3.07 (emotion - feel), respectively. There was a significant difference between the engagement dimension scores (paired data), implying that what students feel, think and act on emergency remote learning did not seem to align. Next, engagements of these students were not significantly associated with their age, stages of study, and ethnic groups, but male students had higher dimension mean scores for cognitive and emotional engagements. Emergency remote learning had a considerable impact on student engagements. The study calls for continuing efforts in improving effectiveness and equity in learning engagements among medical students in the post-pandemic era. © Malaysian Association of Education in Medicine and Health Sciences and Penerbit Universiti Sains Malaysia. 2022