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Elmira Khodabakhsh1 
, Ali Keramati2 , Azizeh Barry3 , Rastegar Rahmani Tanha4 , Maryam Babazadeh5 , Ghadir Pourbairamian6 , Ghobad Ramezani *7
, Ali Keramati2 , Azizeh Barry3 , Rastegar Rahmani Tanha4 , Maryam Babazadeh5 , Ghadir Pourbairamian6 , Ghobad Ramezani *7
1- Assistant Professor of General Surgery, Mazandaran University of Medical Sciences, Sari, Iran.
2- Department of Pediatrics, Medical School, Kermanshah University of Medical Sciences, Kermanshah, Iran.
3- Ph.D Student of Medical Education, Center for Educational Research in Medical Sciences(CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran
4- Department of Neurosurgery, School of Medicine, Kermanshah University of Medical Sciences, Kermanshah, Iran
5- Department of Social Medicine, Faculty of Medicine, pecialist in Social Medicine and Preventive Medicine, Alborz University of Medical Sciences
6- Education Development Center, Ardabil University of Medical Sciences, Ardabil, Iran
7- Education Development Center, Kermanshah University of Medical Sciences, Kermanshah, Iran ,ramaznighobad@gmail.com
2- Department of Pediatrics, Medical School, Kermanshah University of Medical Sciences, Kermanshah, Iran.
3- Ph.D Student of Medical Education, Center for Educational Research in Medical Sciences(CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran
4- Department of Neurosurgery, School of Medicine, Kermanshah University of Medical Sciences, Kermanshah, Iran
5- Department of Social Medicine, Faculty of Medicine, pecialist in Social Medicine and Preventive Medicine, Alborz University of Medical Sciences
6- Education Development Center, Ardabil University of Medical Sciences, Ardabil, Iran
7- Education Development Center, Kermanshah University of Medical Sciences, Kermanshah, Iran ,
Abstract: (430 Views)
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.
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.
Keywords: self-regulation, motivation, medical education, teaching methods, active learning, educational rounds, randomized controlled trial
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2024/08/31 | Accepted: 2025/02/5
Received: 2024/08/31 | Accepted: 2025/02/5
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