Teacher–Student Relationship and Perceived Learning Outcomes among Phase I MBBS Students: A Cross-Sectional Study

Abstract

Background: Interaction between teachers and students affects both the intellectual and the emotional development of the
medical students, especially at initial preclinical years. During this academic transition from school to medical university, the
teachers not only teach but serve as mentors, emotional guides, and moral role models. While existing studies have addressed
some aspects of teacher behavior and learning cultures, fewer studies have ventured into the perceptions of Phase I MBBS
students especially in South Asian settings.
Objective: The current research was undertaken to assess the perceptions of Phase I MBBS students regarding teacher–student
relationships and their association with perceived learning outcomes.
Methodology: A cross-sectional online questionnaire survey was conducted among 150 Phase I MBBS students at Government
Medical College, Srinagar, J&K, India, in 2025.
The pre-tested questionnaire consisted of Likert-scale, multiple-choice, and open-ended questions which assessed the students’
perception of safety, favoritism, emotional support, and ideal teacher characteristics. Quantitative results were presented using
descriptive statistics and chi-square tests, and qualitative responses were coded thematically.
Results: Of 150 students (65% private school, 60% female), 88% indicated being encouraged by teachers and 82% perceived
their teachers as friendly. However, 42% perceived favouritism and only 60% claimed students were treated equally by teachers.
Positive attributes (friendliness, clarity, sensitivity) and concerns (favouritism to high-achievers, no feedback) were revealed
in open-ended comments. Students proposed solutions such as implementing anonymous feedback mechanisms and promoting
more balanced participation among all learners.
Conclusion: While most Phase I MBBS students perceive their teachers as supportive and encouraging, concerns of favoritism
and bias are still relevant. The study emphasizes that student involvement makes the teachers friendly, fair, and emotionally
supportive. Institutional strategies like facilitating teacher development, ongoing feedback, and integration strategies can promote
the quality of the educational environment.