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

Background & objective: 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.materials & methods: 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.results: 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.conclusion: 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.