Determining Factors Affecting Student- Professor Relationship in Performing Educational and Learning Activities from the Perspective of Male and Female Apprentices, Interns and Assistants Students of Mashhad University of Medical Sciences

Abstract

Background: Relationships are the foundation of human social life. If this relationship is well established in academic environments, educational objectives are more conveniently obtained. The aim of this studyDetermining factors affecting student- professor relationship in performing educational and learning activities from the perspective of male and female apprentices, interns and Assistants students. Methods: In this study, 240 male and female students studying at the levels of apprenticeship, internship and residency in General Surgery Department of Mashhad University of Medical Sciences were studied in the years 2013-15 for a period of 8 months over two-month terms. The standard questionnaire in three domains of personal, professional and academic characteristics was used. Results: The results showed that in the view of male and female students, factors of gender, student participation, academic rank of the professor and precedent of research projects and educational activities were significantly different. Moreover, a comparison of the views of apprenticeship, internship and residency students with regard to the above three domains suggested that only factors of gender, ease of access outside the class, student participation in class discussions, academic rank and the precedent of research projects and educational activities were significantly different. Conclusions: The findings indicated that with regard to the relationship between professor and students in all above three domains, factors such as humility and modesty, popularity and reputation, agreeability, fairness, accountability, respect for students, problem solving, motivating, utilizing incentive tools, ability to communicate course materials to students, student participation in class discussions, mastery of course materials and familiarity with most recent scientific research had the highest effect whereas gender, academic rank and research precedent of the professor had the lowest effect on student-professor relationship.