A comparative study of the implementation of the doughnut round teaching and the lecture method on self-regulation and motivation of medical students' academic progress: A semi-experimental study

In medical education, effective teaching/learning strategies are crucial, especially those that improve academic motivation and self-control. The aim of this study was to evaluate how the doughnut round teaching method versus the traditional lecture approach affected medical students’ motivation and self-regulation.

Forty medical students participated in this semi-experimental study. The participants were divided into two groups using the random allocation method through Excel software: The A group was doughnut (20 students), while the B group followed lecture methods (20 students). Both before and after the intervention, assessments were conducted using Hatter's academic motivation scale and Bouffard's self-regulation scale. ANCOVA, the independent t-test, the paired t-test, and the Kolmogorov-Smirnov test were among the statistics we employed for data analysis. Software called SPSS version 16 was used for all of our analyses.

The treatment group demonstrated significant improvements in academic motivation (p < 0.001) and self-regulation (p < 0.001) in the post-test, while the control group showed no significant changes. The experimental group's pre-test and post-test scores significantly differed, indicating the effectiveness of the doughnut round teaching method in enhancing self-control and motivation.

The round doughnut round teaching technique significantly outperformed the standard lecture style in terms of students' academic motivation and self-regulation. This approach promotes independent study and active participation, which may improve academic performance in medical school.