Investigation on the Current Situation of Clinical Postgraduate Tutor-Postgraduate Interaction and Analysis of Optimization Paths Under the Framework of Peplau’s Interpersonal Relations Theory

Investigation on the Current Situation of Clinical Postgraduate Tutor-Postgraduate Interaction and Analysis of Optimization Paths Under the Framework of Peplau’s Interpersonal Relations Theory | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Investigation on the Current Situation of Clinical Postgraduate Tutor-Postgraduate Interaction and Analysis of Optimization Paths Under the Framework of Peplau’s Interpersonal Relations Theory Sijia Guo, Jinghui Nan, Chen Wang, Kang Li, Shiwang Li, Yong Wang, and 3 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8091816/v1 This work is licensed under a CC BY 4.0 License Status: Under Revision Version 1 posted 10 You are reading this latest preprint version Abstract Background This study investigates the tutor-postgraduate interaction among clinical medical graduates at Tongji Medical College using Peplau's interpersonal relationship theory. Through surveys from both student and supervisor perspectives, it assesses the current interaction status and analyzes influencing factors, aiming to provide insights for improving this critical educational dynamic. Methods Cross-sectional online survey was conducted among 78 postgraduates and 39 tutors at Tongji Medical College from October 1, 2024, to October 1, 2025. Data from self-developed questionnaires based on Peplau's theory in two versions were analyzed via descriptive statistics, chi-square tests, and multiple linear regression in SPSS 26. Results In this study, descriptive analysis revealed that students at Tongji Medical College generally expressed high satisfaction with their mentor-mentee relationships, though mentors demonstrated uneven performance across the stages of Peplau's interpersonal theory. Differential and correlation analyses of the 5-point Likert scale questionnaire revealed that all 16 variables significantly influenced student satisfaction. Among these, four variables showed a significant positive correlation with satisfaction: the mentor's initiative in understanding students, the mentor's willingness to adjust teaching plans during the process, students' ability to learn by analogy, and students' development of independent clinical reasoning. Additionally, two variables showed negative correlations with student satisfaction: whether mentors progressively increased students' clinical autonomy and whether students developed the ability to mentor junior students. Conclusion The current study proposes that Peplau's interpersonal relationship theory provides guidance for improving mentor-student relationships, and incorporating Peplau's Interpersonal Relationship Theory into the evaluation system can more objectively assess the teaching outcome of mentors. Medical College Postgraduate Education Tutor-Postgraduate Interaction Investigation on the Current Situation Figures Figure 1 Figure 2 Figure 3 Figure 4 Background The tutor-postgraduate interaction generally refers to the interactive and trusting bond between advisors and graduate students, representing one of the most critical interpersonal dynamics in graduate education. China's graduate education system operates under an advisor responsibility system, where the advisor serves as the primary responsible party.[ 1 ] This role exerts a profound influence on the professional development and personal growth of graduate students. Clinical medicine is one of the disciplines with exceptionally high graduate school enrollment rates. Due to its emphasis on practice and application, the training approach for early-stage clinical medicine graduate students differs significantly from that of general university graduate students. For students, graduate studies require both academic research completion and standardized residency training in hospitals. For advisors, graduate training entails not only thesis guidance but also serving as clinical educators. Compared to general graduate students, medical graduate students undergo training under a dual-advisor system and face significantly higher academic pressures throughout their studies.[ 2 , 3 ] In recent years, an increasing number of medical graduates and practicing medical professionals have chosen to pursue graduate studies. However, multiple studies indicate that approximately 15% of clinical medical students have considered dropping out or withdrawing from their studies.[ 4 – 6 ] The tutor-postgraduate interaction thus requires ongoing exploration and reform. Peplau's interpersonal relationship theory is a model developed by American nurse educator Hedwig Peplau in the 1950s, grounded in behavioral and psychological sciences.[ 7 ] Originally designed to guide improvements in nurse-patient relationships, it emphasizes that communication and collaboration between nurses and patients are pivotal to the therapeutic process. This process comprises four stages: orientation, identification, utilization, and resolution. Recent studies have also demonstrated that Peplau's interpersonal theory can be applied not only to nurse-patient relationships but also to clinical nursing education.[ 8 ] Some scholars also believe that Peplau's four developmental stages apply to all scenarios grounded in interpersonal interaction.[ 9 ] At the National Conference on Ideological and Political Work in Higher Education held in December 2024, President Xi Jinping emphasized the imperative to uphold moral education as the central task, integrate ideological and political work throughout the entire educational process, achieve holistic and comprehensive nurturing, and strive to open new horizons for the development of China's higher education. Therefore, to address the needs of medical students in early clinical exposure from diverse perspectives, establish an objective tutor-postgraduate interaction evaluation system, and implement the spirit of the National Conference on Ideological and Political Work in Higher Education, this paper introduces Peplau's interpersonal relationship theory into the evaluation framework of clinical graduate tutor-postgraduate interaction. Methods Aims This study aims to (1) conduct a status survey of tutor-postgraduate interactions at Tongji Medical College, Huazhong University of Science and Technology from both student and mentor perspectives, (2) subsequently analyzing the factors influencing interactions between medical graduate supervisors and their students. Study setting, design, and period This status survey study was conducted at Tongji Medical College of Huazhong University of Science and Technology from October 2024 to October 2025. Population The survey population comprised professional master's students and supervisors at Tongji Medical College, Huazhong University of Science and Technology. A total of 78 student questionnaires and 39 supervisor questionnaires were distributed, with 78 valid student responses and 39 valid supervisor responses collected, achieving a 100% response rate. The demographic characteristics of the sample of mentors and students are as described below. (Tables 1 and 2 ) Table 1 Basic Information on Master's Degree Candidates Variables Frequency Percentage(%) Program Duration Five-Year Clinical Medical Students 75 96.15% Eight-year clinical medical students 3 3.85% Gender Male 39 50.00% Female 39 50.00% Age 23 3 3.85% Clinical training duration 2 years 12 15.38% Table 2 Basic Information of Supervisors Variables Frequency Percentage(%) Title Professor/Chief Physician 6 15.38% Associate Professor/Associate Chief Physician 18 46.15% Lecturer/Attending Physician 15 38.47% Years of Teaching Experience 5–10 years 6 15.38% 11–15 years 24 61.54% > 15 years 9 23.08% Number of Students Previously Tutored 1–3 5 12.82% 4–6 students 16 41.02% 7–10 people 7 17.95% > 10 people 11 28.21% Data collection method The investigation employed two self-developed questionnaires[ 10 , 11 ]: the “Survey on Early Clinical Tutor-Postgraduate Interaction Based on Peplau's Interpersonal Theory (Student Version)” and the “Survey on Early Clinical Tutor-Postgraduate Interaction Based on Peplau's Interpersonal Theory (Advisor Version).” Both versions of the questionnaire were developed based on the guiding framework of Peplau's interpersonal theory summarized by Forchuk in 1991.[ 12 ] The Student Version Questionnaire used in this study comprises three sections: student basic information, student perspective on the current state of the tutor-postgraduate interaction, and student evaluation of the tutor-postgraduate interaction based on Peplau's Interpersonal Theory. The first two sections are presented as categorized questionnaires, while the third section employs a 5-point Likert scale. The Mentor Version Questionnaire used in this study consists of two sections: Mentor Basic Information and Mentor's Understanding and Practice of the Four Stages in Peplau's Interpersonal Theory. A single open-ended question is included at the end of the questionnaire to enhance interactivity and gather feedback. Operational definitions and measurements The scoring method for the 5-point Likert scale in Section 3 of the student version questionnaire is shown in Table 3 . For convenience in calculation and expression, the 16 questions within the scale are defined as variables E1 to E16. The options 1 to 5 in each question are assigned scores ranging from 4 to 0 points. (Table 3 ) Table 3 Variable Information Interpretation and Assignment Table Variable Explanation Variable Assignment Orientation Period Did the mentor and student jointly establish clear learning objectives and plans? E 1 4 = Very clear, 3 = Fairly clear, 2 = Average, 1 = Fairly vague, 0 = Completely absent Does the instructor proactively understand the student's academic background, learning preferences, and personal needs? E 2 4 = Very thorough, 3 = Fairly thorough, 2 = Average, 1 = Somewhat, 0 = None Are resources and support channels available during early clinical studies clearly understood? E 3 4 = Fully aware, 3 = Fairly aware, 2 = Somewhat aware, 1 = Somewhat unclear, 0 = Completely unaware Whether there is consensus on teaching methods E 4 = Fully agreed, 3 = Mostly agreed, 2 = Partially agreed, 1 = Disagreed, 0 = Not discussed Confirmation Period Instructor's tendency when errors occur E 5 4 = Immediately correct and demonstrate, 3 = Guide self-discovery, 2 = Jointly analyze causes, 1 = Temporarily refrain from intervention, 0 = Severe criticism Adjusting teaching content/pace based on student confusion E 6 4 = Always, 3 = Often, 2 = Sometimes, 1 = Rarely, 0 = Never Does the instructor encourage students to express differing viewpoints? E 7 4 = Always encourages, 3 = Often encourages, 2 = Occasionally allows, 1 = Rarely accepts, 0 = Prohibits Emotional support provided by the advisor E 8 4 = Very sufficient, 3 = Fairly sufficient, 2 = Average, 1 = Fairly insufficient, 0 = Completely absent Utilization Period Did the mentor progressively increase the student's autonomy in clinical practice? E 9 4 = Systematically progressive, 3 = Occasionally attempted, 2 = Maintained status quo, 1 = Actually reduced, 0 = Never granted Can students transfer the methods taught by their mentor to new case management? E 10 4 = Fully capable, 3 = Mostly capable, 2 = Partially capable, 1 = Rarely capable, 0 = Completely incapable Does the mentor require students to document reflections on the learning process? E 11 4 = Strictly required, 3 = Recommended, 2 = Occasionally mentioned, 1 = Never required, 0 = Opposed to recording Supervisor's attitude when students propose innovative methods E 12 4 = Actively adopts, 3 = Discusses for refinement, 2 = Allows experimentation, 1 = Neither approves nor disapproves, 0 = Explicitly opposes Resolution Period Systematic assessment of students' phased growth E 13 4 = Comprehensive evaluation, 3 = Focused assessment, 2 = Brief feedback, 1 = No evaluation, 0 = Denial of progress Has the student developed an individualized clinical reasoning/operational style? E 14 4 = Fully developed, 3 = Beginning to show characteristics, 2 = Still imitating, 1 = Not yet established, 0 = Required to conform Did the instructor discuss follow-up development recommendations with the student at program completion? E 15 4 = Detailed plan, 3 = Brief suggestions, 2 = Simple affirmation, 1 = Not mentioned, 0 = Negative evaluation Does the current training model equip students with the ability to mentor junior students? E 16 4 = Fully capable, 3 = Mostly capable, 2 = Basic guidance, 1 = Challenging, 0 = Completely incapable Data quality control Reliability refers to the consistency, stability, and dependability of monitoring results. The most commonly used reliability measure is Cronbach's Alpha, with a test result of 0.938, exceeding 0.6. Therefore, the reliability of the survey questionnaire used in this study is acceptable. Validity refers to the extent to which measurement results reflect the intended construct. The KMO statistic measures the simplicity of correlation coefficients between variables, ranging from 0 to 1. Bartlett's sphericity test assesses whether item correlations are significant; a Sig. 0.5. The KMO value was 0.791, with a significance probability of 0.000 < 0.05, confirming suitability for factor analysis. In summary, the questionnaire design in this study demonstrated good validity and is appropriate for factor analysis. Data analysis All data were analyzed using SPSS 26.0 statistical software for analysis. Descriptive analysis was conducted on the first two sections of the student version questionnaire data and the data from the mentor version questionnaire data. Subsequently, variance analysis, and regression analysis were conducted on the data from Section 3 of the student version questionnaire. The chi-square test was employed to assess variance analysis, identifying variables with p < 0.01. Meanwhile the regression analysis employed a multiple linear regression model to screen variables with P < 0.05. Finally, the results were summarized and presented by using summary measures and tables. Results Results of the Descriptive Analysis Descriptive Analysis Based on Student Surveys The second section of the student questionnaire, illustrated the current state of the tutor-postgraduate interaction from the student perspective. Regarding interaction frequency and format, the survey indicates that interactions occurring 2–3 times per week are most common, accounting for 42.31%. Students' expectations for interaction time allocation predominantly fall within the 20–30% range, at 53.85%. Both higher and lower interaction frequencies are less prevalent in practice and expectations. Additionally, 96.15% of students participate in clinical bedside teaching, aligning with requirements for clinical medical student training. Regarding conflict resolution and awareness of rights and obligations, 76.92% of students proactively seek communication to resolve issues, and 80.77% have a basic understanding of their rights and obligations. However, only 11.54% possess a very clear understanding of these rights and obligations. Regarding satisfaction and prominent issues: 30.77% of students were “very satisfied” and 57.69% were “satisfied” with the tutor-postgraduate interaction. No students selected “dissatisfied” though 3 chose “very dissatisfied”, 42.31% identified “unclear objectives” as the primary issue in current tutor-postgraduate interactions. Regarding ideal roles and trait perceptions, 42.31% of students most desired mentors to serve as “career guides.” 50.00% believed that in the early stages of the tutor-postgraduate interaction, students should demonstrate greater initiative. Concurrently, 65.38% agreed that student initiative is one of the most influential factors shaping the tutor-postgraduate interaction. (Fig. 1 ) Descriptive Analysis Based on Mentor Survey Data The mentor questionnaire illustrated mentors' cognitive practices regarding the four stages and overall framework of Peplau's interpersonal theory. During the orientation phase, 100.00% of mentors communicate face-to-face with students when selecting them, and 48.72% always clearly state teaching objectives, mutual responsibilities, and available resources during the initial meeting. Wards and outpatient clinics are the most common settings for mentor-led teaching, chosen by 84.62% and 74.92% of mentors respectively. Among the identification phase, 48.72% of mentors guide students to self-discover errors after mistakes occur. All mentors adjust teaching methods to varying degrees based on student circumstances. Regular feedback is the most preferred method for building trust relationships, adopted by 92.31% of mentors in practice. The third phase is the exploitation phase. 89.74% of mentors gradually grant clinical autonomy through progressive delegation, a passive process for students. Concurrently, 56.41% of mentors believe students should increase initiative during this phase. 64.10% view mentor-student interaction as a collaborative model, while 30.77% adopt an authoritative guidance style. The fourth phase is the resolution phase. When conflicts arise, 82.05% of mentors choose to resolve them through communication. Upon concluding the tutor-postgraduate interaction, mentors primarily evaluate teaching effectiveness across three dimensions: operational skills, theoretical knowledge, and professional competence. Emphasis on research capabilities is less pronounced than on clinical competencies. Finally, mentors' overall perspectives on Peplau's interpersonal theory were examined. Similar proportions identified the most challenging phases across the four stages, with 38.46% of mentors considering the establishment of shared goals as the most critical turning point in the tutor-postgraduate interaction. When asked about primary barriers to applying Peplau's interpersonal theory, over half of supervisors selected each of the following obstacles: insufficient time, inadequate theoretical understanding, low student cooperation, and lack of institutional support. Among these, insufficient theoretical understanding was the most significant issue, with 79.49% of supervisors reporting its presence. (Fig. 2 ) Results of the Correlation Analysis During the orientation phase, E2 and E4 exhibited the highest chi-square values, reaching 139.425 and 142.629, respectively. During the identification phase, E6 and E7 exhibited extremely high chi-square values of 130.347 and 102.903, respectively. During the exploitation phase, variables E10–E12 exhibited relatively high chi-square values. These represent the mentor's performance in granting autonomy, cultivating transferable skills, requiring reflection, and encouraging innovative techniques. In the resolution phase, E13 and E15 yielded highly significant chi-square values, substantially influencing graduate students' satisfaction with the tutor-postgraduate interaction. (Fig. 3 ) Results of the Correlation Analysis Among the initially selected 16 variables, six passed the significance test: E2, E6, E9, E10, E14, E16. The four dependent variables E2, E6, E10, and E14 exhibit a positive correlation with satisfaction, while E9 and E16 show a negative correlation with satisfaction. Based on the calculated regression coefficients, each additional unit of E2, E6, E10, and E14 increases satisfaction by 0.473, 0.247, 0.62, and 0.309, respectively. Conversely, each additional unit of E9 and E16 decreases satisfaction by 0.174 and 0.264, respectively. (Fig. 4 , Table 4 ). Table 4 Results of Multivariate Linear Regression Variable β Standardized β t p Orientation Period E1 0.018 0.021 0.114 0.909 E2 0.473 0.554 4.848 0.000 E3 -0.140 -0.196 -1.417 0.162 E4 0.102 0.113 0.836 0.406 Confirmation Period E5 -0.061 -0.067 -0.870 0.388 E6 0.247 0.279 2.676 0.010 E7 -0.011 -0.012 -0.060 0.953 E8 -0.111 -0.125 -0.753 0.454 Utilization Period E9 -0.174 -0.232 -2.082 0.042 E10 0.622 0.674 2.542 0.014 E11 0.049 0.055 0.394 0.695 E12 -0.047 -0.051 -0.380 0.705 Resolution Period E13 -0.085 -0.089 -0.629 0.532 E14 0.309 0.307 2.585 0.012 E15 -0.038 -0.046 -0.343 0.733 E16 -0.264 -0.408 -2.570 0.013 Discussion Basic Information on the Early Tutor-Postgraduate Interaction One objective of this study was to conduct simultaneous surveys of both mentors and students using Peplau's interpersonal theory. The descriptive analysis in the questionnaire effectively presents the current state of the tutor-postgraduate interaction. The descriptive findings from the student questionnaire indicate that 88.46% of students reported being either very satisfied or satisfied with their tutor-postgraduate interaction. This result is comparable to satisfaction levels reported in a satisfaction-based study of tutor-postgraduate interactions in other disciplines[ 13 ], suggesting that early clinical tutor-postgraduate interactions at Tongji Medical College, Huazhong University of Science and Technology, exhibit satisfaction levels similar to those in general tutor-postgraduate interactions, overall maintaining a favorable status. The frequency of teacher-student interactions primarily occurs 2–3 times per week, with neither students nor mentors expressing a desire to increase communication further. This finding aligns with a 2022 survey[ 14 ], which similarly concluded that exceeding an adequate interaction frequency does not enhance the relationship. Interaction formats are dominated by clinical bedside teaching, supplemented by online communication, consistent with the practical characteristics of clinical medical education. However, the survey also revealed structural issues within the tutor-postgraduate interaction: 42.31% of students identified “unclear objectives” as the most prominent current problem, while only 11.54% reported being “very clear” about their rights and obligations. These findings suggest that although the tutor-postgraduate interaction is generally satisfactory, there is room for improvement in areas such as shared goal consensus, role clarification, and communication regarding rights and responsibilities. Descriptive findings from the faculty questionnaire indicate that, based on Peplau's four stages of mentor-mentee relationships, faculty demonstrate relatively robust practices during the “orientation phase” and “identification phase.” For instance, all faculty reported establishing teaching objectives to some degree during initial meetings and tailoring instructional approaches to student characteristics (0.00% selected ‘rarely’ or “never”). However, practices in the exploitation phase and resolution phase were relatively weak, particularly in areas like granting student autonomy, fostering personalized skill development, and implementing systematic evaluations. For instance, 30.77% of mentors acknowledged that their relationships with students leaned toward an authoritative style. Research indicates that collaborative mentor-student relationships are more conducive to student development. [ 15 ]Additionally, 79.49% of mentors did not believe students had achieved full independence upon relationship termination. Finally, most mentors agreed that implementing Peplau's interpersonal relationship theory faces challenges including insufficient time, inadequate theoretical understanding, low student cooperation, and lack of institutional support—with insufficient theoretical understanding being particularly pronounced. These findings indicate that mentors at our institution need to enhance their understanding and application of Peplau's interpersonal relationship theory in the tutor-postgraduate interaction to address weaknesses in the exploitation and resolution phases. Factors Influencing the Tutor-Postgraduate Interaction This study systematically examined the impact of the tutor-postgraduate interaction across each stage of Peplau's theory on student satisfaction through differential analysis based on chi-square tests and correlation analysis based on multiple linear regression. Differential analysis reveals whether variables influence satisfaction, while correlation analysis further explores the degree of influence each variable exerts on satisfaction. The results of the differential analysis indicate that mentor behaviors across all stages of Peplau's interpersonal relationship theory significantly influence student satisfaction—a conclusion supported by multiple studies. During the orientation phase, the proactive engagement of both students and mentors significantly impacts their mutual understanding, which in turn determines the first impression formed between them. A 2013 study[ 16 ] noted that positive or negative impressions formed during the initial relationship phase influence subsequent stages of Peplau's interpersonal theory. Unlike short-term relationships, the tutor-postgraduate interaction requires sustained development and adaptation through all four phases, making the orientation phase critically important as the foundational stage. The primary task during the identification phase is establishing a trust system. In a study of nurse-patient relationships grounded in Peplau's theory[ 17 ], the establishment of mutual trust emerged as a key determinant of treatment quality. This underscores how the strength of trust during the identification phase directly correlates with student satisfaction. The exploitation phase facilitates deeper engagement, often coinciding with thesis writing or critical clinical training phases where the mentor's influence becomes profoundly significant. A study examining medical graduate advisor systems from 2000 to 2018[ 18 ] revealed that advisors exhibiting negative role models in their careers may reduce students' willingness to enter the same field, further underscoring the powerful influence of advisor behavior during the exploitation phase.[ 19 , 20 ] Finally, when conflicts arise, both parties enter the resolution phase, where the relationship becomes sensitive, and the advisor's attitude toward the student largely determines the conflict's outcome. A study[ 21 ] on student anxiety indicates that mentors lacking fairness, diversity, and inclusivity significantly heighten student anxiety, thereby weakening the tutor-postgraduate interaction. Correlation analysis further identified key factors influencing student satisfaction, most notably whether students can transfer their tutor's guidance methods to new case management. This factor represents students' self-assessed ability to independently perform clinical work. Clinical proficiency gains can significantly enhance students' sense of belonging in clinical settings, thereby increasing student satisfaction. Notably, two factors showed negative correlations with satisfaction: whether mentors progressively increased student autonomy and whether students possessed the ability to mentor junior peers. This outcome may stem from increased clinical autonomy often accompanying heightened workload and stress, coupled with students' prevalent negative perceptions of “teaching” responsibilities. However, a cross-sectional study in Heilongjiang Province[ 22 ] revealed that when mentors supervise multiple students simultaneously, assigning senior graduate students to handle part of the teaching duties significantly enhances group interactions and improves students' overall competence. This suggests that relying solely on student satisfaction as an indicator of instructor teaching quality is insufficient. Incorporating Peplau's interpersonal theory into instructor evaluation systems can enhance objectivity. Additionally, these findings indicate that instructors need to increase students' expectations regarding clinical autonomy and provide psychological guidance during the gradual independence process. This approach can help students achieve faster and more effective independence in completing clinical tasks. Implications Based on the above findings, we propose the following recommendations for improving early clinical mentor-student relationships: First, strengthen goal alignment and role clarification during the orientation phase. Comparing data on how mentors and students define mutual rights and responsibilities during initial meetings reveals that while all mentors engage in some communication, most students remain unclear about their respective obligations during teaching sessions. Therefore, mentors should collaborate with students to establish a more explicit learning plan during the initial relationship-building phase. This plan should be continuously refined and confirmed through ongoing communication, laying a solid foundation for subsequent stages. Second, enhance mutual trust during the “identification phase.” Mentors should increase pedagogical flexibility, encourage students to voice their insights, and prioritize guiding rather than directly correcting errors. This approach cultivates students' critical thinking and independent learning abilities. Third, prioritize the quality of teaching interactions during the “exploitation phase” and “resolution phase.” Conduct systematic evaluations of the tutor-postgraduate interaction, provide regular feedback on students' developmental progress, and offer personalized career advice upon completion to facilitate the transition from ‘learner’ to “practitioner.” Mentors should also provide appropriate support during students' job searches, effectively serving as “career guides.” Fourth, enhance mentors' understanding and training in Peplau's theory. In this survey, 79.49% of mentors identified “insufficient theoretical knowledge” as the primary barrier to applying the theory. Therefore, institutions should organize workshops and case studies to improve mentors' comprehension and application of interpersonal relationship theory. Limitations This study also has several limitations. The sample size was relatively small (78 students and 39 mentors), and participation was primarily voluntary, potentially introducing sampling bias. The survey instrument was a self-developed questionnaire. Although it underwent reliability and validity testing, its applicability to broader populations remains to be verified. The cross-sectional design cannot capture the dynamic changes in tutor-postgraduate interaction. Future research could be expanded in the following directions. Conducting multi-center, large-sample studies using systematic sampling of target populations to enhance data reliability. Implementing group-comparison studies to further analyze the practical effectiveness of applying Peplau's interpersonal theory. Integrating Peplau's theory with other pedagogical theories (such as self-determination theory and situated learning theory) to construct a more comprehensive evaluation system for tutor-postgraduate interaction. Conclusions While our university's tutor-postgraduate interaction is generally positive, room for improvement remains. Faculty mentors exhibit uneven performance across the four stages of Peplau's interpersonal theory and demonstrate insufficient understanding of this theoretical framework. Notably, mentors' behaviors during each stage of Peplau's interpersonal theory significantly influence student satisfaction. Incorporating Peplau's interpersonal theory enables more objective evaluation of mentors' teaching outcomes in fostering student autonomy. Declarations Clinical trial number: not applicable Ethics approval and consent to participate All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. This study has been waived from ethics review by the Ethics Committee of the Union Hospital of Tongji Medical College, Huazhong University of Science and Technology Wuhan China. In that case, Participants do not need to sign informed consent. . Consent for publication Not applicable Availability of data and materials All data generated or analysed during this study are included in this published article [and its supplementary information files]. Competing interests The authors declare that they have no competing interests Funding Teaching Research Project on Student-Centered Teaching Method Reform and Practice at the First Clinical School, Huazhong University of Science and Technology, (No. 2024016). Authors' contributions STT, SL, WY, JHN, LHQ, SWL designed the questionnaire, published it online, and collected the data. SJG completed the data analysis and chart creation. CW and KL completed the writing of the article.All authors reviewed the manuscript. 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Supplementary Files SurveyonEarlyClinicalTutorPostgraduateInteractionBasedonPeplausInterpersonalTheoryAdvisorVersion.pdf SurveyonEarlyClinicalTutorPostgraduateInteractionBasedonPeplausInterpersonalTheoryStudentVersion.pdf Cite Share Download PDF Status: Under Revision Version 1 posted Editorial decision: Revision requested 27 Jan, 2026 Reviews received at journal 09 Jan, 2026 Reviews received at journal 02 Jan, 2026 Reviewers agreed at journal 01 Jan, 2026 Reviewers agreed at journal 24 Dec, 2025 Reviewers invited by journal 24 Dec, 2025 Editor assigned by journal 22 Dec, 2025 Editor invited by journal 03 Dec, 2025 Submission checks completed at journal 02 Dec, 2025 First submitted to journal 02 Dec, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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1","display":"","copyAsset":false,"role":"figure","size":244817,"visible":true,"origin":"","legend":"\u003cp\u003eDescriptive Analysis of Student Survey Questionnaire\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-8091816/v1/0c30a86dad879360aabdd9df.png"},{"id":99313422,"identity":"271da6e7-ffb1-42ee-8eb6-6d4760c5e4d8","added_by":"auto","created_at":"2025-12-31 16:20:08","extension":"jpeg","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":321982,"visible":true,"origin":"","legend":"\u003cp\u003eDescriptive Analysis of the Mentor Version Questionnaire\u003c/p\u003e","description":"","filename":"floatimage2.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-8091816/v1/d8b381568039fddd0559570a.jpeg"},{"id":99313059,"identity":"0d5aeaee-39af-4c28-a375-6a7ea75c8ad4","added_by":"auto","created_at":"2025-12-31 16:19:44","extension":"jpeg","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":214392,"visible":true,"origin":"","legend":"\u003cp\u003eChi-Square Test Based on Student Questionnaire Data\u003c/p\u003e","description":"","filename":"floatimage3.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-8091816/v1/f76c7c775a621a2419a56588.jpeg"},{"id":99314194,"identity":"72b4eb76-8c37-421c-a9a9-f4b181e97766","added_by":"auto","created_at":"2025-12-31 16:20:58","extension":"jpeg","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":44887,"visible":true,"origin":"","legend":"\u003cp\u003eMultiple Linear Regression Equation\u003c/p\u003e","description":"","filename":"floatimage4.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-8091816/v1/fd04df59fc0ee6e5df019857.jpeg"},{"id":99787967,"identity":"285ca0ac-951b-4841-9fb0-32980076e1db","added_by":"auto","created_at":"2026-01-08 12:42:33","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1867624,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8091816/v1/5d39902f-a068-4215-8ebb-e24ba56877f2.pdf"},{"id":99313490,"identity":"ec6f1bf6-41da-422a-9056-d9dc4f1a9c1c","added_by":"auto","created_at":"2025-12-31 16:20:14","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"supplement","size":75154,"visible":true,"origin":"","legend":"","description":"","filename":"SurveyonEarlyClinicalTutorPostgraduateInteractionBasedonPeplausInterpersonalTheoryAdvisorVersion.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8091816/v1/220b0323d0b97cde40c526d2.pdf"},{"id":99023598,"identity":"6e67d6e0-547b-48be-99d6-7345ecebc89d","added_by":"auto","created_at":"2025-12-26 06:17:55","extension":"pdf","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":76989,"visible":true,"origin":"","legend":"","description":"","filename":"SurveyonEarlyClinicalTutorPostgraduateInteractionBasedonPeplausInterpersonalTheoryStudentVersion.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8091816/v1/5100d7592ddd2d6edc08d075.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Investigation on the Current Situation of Clinical Postgraduate Tutor-Postgraduate Interaction and Analysis of Optimization Paths Under the Framework of Peplau’s Interpersonal Relations Theory","fulltext":[{"header":"Background","content":"\u003cp\u003eThe tutor-postgraduate interaction generally refers to the interactive and trusting bond between advisors and graduate students, representing one of the most critical interpersonal dynamics in graduate education. China's graduate education system operates under an advisor responsibility system, where the advisor serves as the primary responsible party.[\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e] This role exerts a profound influence on the professional development and personal growth of graduate students.\u003c/p\u003e \u003cp\u003eClinical medicine is one of the disciplines with exceptionally high graduate school enrollment rates. Due to its emphasis on practice and application, the training approach for early-stage clinical medicine graduate students differs significantly from that of general university graduate students. For students, graduate studies require both academic research completion and standardized residency training in hospitals. For advisors, graduate training entails not only thesis guidance but also serving as clinical educators. Compared to general graduate students, medical graduate students undergo training under a dual-advisor system and face significantly higher academic pressures throughout their studies.[\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e] In recent years, an increasing number of medical graduates and practicing medical professionals have chosen to pursue graduate studies. However, multiple studies indicate that approximately 15% of clinical medical students have considered dropping out or withdrawing from their studies.[\u003cspan additionalcitationids=\"CR5\" citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e] The tutor-postgraduate interaction thus requires ongoing exploration and reform.\u003c/p\u003e \u003cp\u003ePeplau's interpersonal relationship theory is a model developed by American nurse educator Hedwig Peplau in the 1950s, grounded in behavioral and psychological sciences.[\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e] Originally designed to guide improvements in nurse-patient relationships, it emphasizes that communication and collaboration between nurses and patients are pivotal to the therapeutic process. This process comprises four stages: orientation, identification, utilization, and resolution. Recent studies have also demonstrated that Peplau's interpersonal theory can be applied not only to nurse-patient relationships but also to clinical nursing education.[\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e] Some scholars also believe that Peplau's four developmental stages apply to all scenarios grounded in interpersonal interaction.[\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]\u003c/p\u003e \u003cp\u003eAt the National Conference on Ideological and Political Work in Higher Education held in December 2024, President Xi Jinping emphasized the imperative to uphold moral education as the central task, integrate ideological and political work throughout the entire educational process, achieve holistic and comprehensive nurturing, and strive to open new horizons for the development of China's higher education. Therefore, to address the needs of medical students in early clinical exposure from diverse perspectives, establish an objective tutor-postgraduate interaction evaluation system, and implement the spirit of the National Conference on Ideological and Political Work in Higher Education, this paper introduces Peplau's interpersonal relationship theory into the evaluation framework of clinical graduate tutor-postgraduate interaction.\u003c/p\u003e"},{"header":"Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eAims\u003c/h2\u003e \u003cp\u003eThis study aims to (1) conduct a status survey of tutor-postgraduate interactions at Tongji Medical College, Huazhong University of Science and Technology from both student and mentor perspectives, (2) subsequently analyzing the factors influencing interactions between medical graduate supervisors and their students.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eStudy setting, design, and period\u003c/h3\u003e\n\u003cp\u003eThis status survey study was conducted at Tongji Medical College of Huazhong University of Science and Technology from October 2024 to October 2025.\u003c/p\u003e\n\u003ch3\u003ePopulation\u003c/h3\u003e\n\u003cp\u003eThe survey population comprised professional master's students and supervisors at Tongji Medical College, Huazhong University of Science and Technology. A total of 78 student questionnaires and 39 supervisor questionnaires were distributed, with 78 valid student responses and 39 valid supervisor responses collected, achieving a 100% response rate. The demographic characteristics of the sample of mentors and students are as described below. (Tables\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e and \u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e)\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eBasic Information on Master's Degree Candidates\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePercentage(%)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eProgram Duration\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFive-Year Clinical Medical Students\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e96.15%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEight-year clinical medical students\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.85%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eGender\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e50.00%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e50.00%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAge\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e96.15%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u0026gt;\u0026thinsp;23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.85%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eClinical training duration\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;6 months\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e46.15%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6\u0026ndash;12 months\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e15.38%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u0026ndash;2 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e23.09%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u0026gt;\u0026thinsp;2 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e15.38%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eBasic Information of Supervisors\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePercentage(%)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTitle\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eProfessor/Chief Physician\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e15.38%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAssociate Professor/Associate Chief Physician\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e46.15%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLecturer/Attending Physician\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e38.47%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eYears of Teaching Experience\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5\u0026ndash;10 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e15.38%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e11\u0026ndash;15 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e61.54%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u0026gt;\u0026thinsp;15 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e23.08%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eNumber of Students Previously Tutored\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u0026ndash;3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e12.82%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4\u0026ndash;6 students\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e41.02%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e7\u0026ndash;10 people\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e17.95%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u0026gt;\u0026thinsp;10 people\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e28.21%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e\n\u003ch3\u003eData collection method\u003c/h3\u003e\n\u003cp\u003eThe investigation employed two self-developed questionnaires[\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]: the \u0026ldquo;Survey on Early Clinical Tutor-Postgraduate Interaction Based on Peplau's Interpersonal Theory (Student Version)\u0026rdquo; and the \u0026ldquo;Survey on Early Clinical Tutor-Postgraduate Interaction Based on Peplau's Interpersonal Theory (Advisor Version).\u0026rdquo; Both versions of the questionnaire were developed based on the guiding framework of Peplau's interpersonal theory summarized by Forchuk in 1991.[\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]\u003c/p\u003e \u003cp\u003eThe Student Version Questionnaire used in this study comprises three sections: student basic information, student perspective on the current state of the tutor-postgraduate interaction, and student evaluation of the tutor-postgraduate interaction based on Peplau's Interpersonal Theory. The first two sections are presented as categorized questionnaires, while the third section employs a 5-point Likert scale.\u003c/p\u003e \u003cp\u003eThe Mentor Version Questionnaire used in this study consists of two sections: Mentor Basic Information and Mentor's Understanding and Practice of the Four Stages in Peplau's Interpersonal Theory. A single open-ended question is included at the end of the questionnaire to enhance interactivity and gather feedback.\u003c/p\u003e\n\u003ch3\u003eOperational definitions and measurements\u003c/h3\u003e\n\u003cp\u003eThe scoring method for the 5-point Likert scale in Section 3 of the student version questionnaire is shown in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e. For convenience in calculation and expression, the 16 questions within the scale are defined as variables E1 to E16. The options 1 to 5 in each question are assigned scores ranging from 4 to 0 points. (Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e)\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eVariable Information Interpretation and Assignment Table\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariable Explanation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAssignment\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOrientation Period\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDid the mentor and student jointly establish clear learning objectives and plans?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eE\u003csub\u003e1\u003c/sub\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4\u0026thinsp;=\u0026thinsp;Very clear, 3\u0026thinsp;=\u0026thinsp;Fairly clear, 2\u0026thinsp;=\u0026thinsp;Average, 1\u0026thinsp;=\u0026thinsp;Fairly vague, 0\u0026thinsp;=\u0026thinsp;Completely absent\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDoes the instructor proactively understand the student's academic background, learning preferences, and personal needs?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eE\u003csub\u003e2\u003c/sub\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4\u0026thinsp;=\u0026thinsp;Very thorough, 3\u0026thinsp;=\u0026thinsp;Fairly thorough, 2\u0026thinsp;=\u0026thinsp;Average, 1\u0026thinsp;=\u0026thinsp;Somewhat, 0\u0026thinsp;=\u0026thinsp;None\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAre resources and support channels available during early clinical studies clearly understood?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eE\u003csub\u003e3\u003c/sub\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4\u0026thinsp;=\u0026thinsp;Fully aware, 3\u0026thinsp;=\u0026thinsp;Fairly aware, 2\u0026thinsp;=\u0026thinsp;Somewhat aware, 1\u0026thinsp;=\u0026thinsp;Somewhat unclear, 0\u0026thinsp;=\u0026thinsp;Completely unaware\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWhether there is consensus on teaching methods\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4\u0026thinsp;=\u0026thinsp;Fully agreed, 3\u0026thinsp;=\u0026thinsp;Mostly agreed, 2\u0026thinsp;=\u0026thinsp;Partially agreed, 1\u0026thinsp;=\u0026thinsp;Disagreed, 0\u0026thinsp;=\u0026thinsp;Not discussed\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eConfirmation Period\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInstructor's tendency when errors occur\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eE\u003csub\u003e5\u003c/sub\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4\u0026thinsp;=\u0026thinsp;Immediately correct and demonstrate, 3\u0026thinsp;=\u0026thinsp;Guide self-discovery, 2\u0026thinsp;=\u0026thinsp;Jointly analyze causes, 1\u0026thinsp;=\u0026thinsp;Temporarily refrain from intervention, 0\u0026thinsp;=\u0026thinsp;Severe criticism\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAdjusting teaching content/pace based on student confusion\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eE\u003csub\u003e6\u003c/sub\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4\u0026thinsp;=\u0026thinsp;Always, 3\u0026thinsp;=\u0026thinsp;Often, 2\u0026thinsp;=\u0026thinsp;Sometimes, 1\u0026thinsp;=\u0026thinsp;Rarely, 0\u0026thinsp;=\u0026thinsp;Never\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDoes the instructor encourage students to express differing viewpoints?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eE\u003csub\u003e7\u003c/sub\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4\u0026thinsp;=\u0026thinsp;Always encourages, 3\u0026thinsp;=\u0026thinsp;Often encourages, 2\u0026thinsp;=\u0026thinsp;Occasionally allows, 1\u0026thinsp;=\u0026thinsp;Rarely accepts, 0\u0026thinsp;=\u0026thinsp;Prohibits\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEmotional support provided by the advisor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eE\u003csub\u003e8\u003c/sub\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4\u0026thinsp;=\u0026thinsp;Very sufficient, 3\u0026thinsp;=\u0026thinsp;Fairly sufficient, 2\u0026thinsp;=\u0026thinsp;Average, 1\u0026thinsp;=\u0026thinsp;Fairly insufficient, 0\u0026thinsp;=\u0026thinsp;Completely absent\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eUtilization Period\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDid the mentor progressively increase the student's autonomy in clinical practice?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eE\u003csub\u003e9\u003c/sub\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4\u0026thinsp;=\u0026thinsp;Systematically progressive, 3\u0026thinsp;=\u0026thinsp;Occasionally attempted, 2\u0026thinsp;=\u0026thinsp;Maintained status quo, 1\u0026thinsp;=\u0026thinsp;Actually reduced, 0\u0026thinsp;=\u0026thinsp;Never granted\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCan students transfer the methods taught by their mentor to new case management?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eE\u003csub\u003e10\u003c/sub\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4\u0026thinsp;=\u0026thinsp;Fully capable, 3\u0026thinsp;=\u0026thinsp;Mostly capable, 2\u0026thinsp;=\u0026thinsp;Partially capable, 1\u0026thinsp;=\u0026thinsp;Rarely capable, 0\u0026thinsp;=\u0026thinsp;Completely incapable\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDoes the mentor require students to document reflections on the learning process?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eE\u003csub\u003e11\u003c/sub\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4\u0026thinsp;=\u0026thinsp;Strictly required, 3\u0026thinsp;=\u0026thinsp;Recommended, 2\u0026thinsp;=\u0026thinsp;Occasionally mentioned, 1\u0026thinsp;=\u0026thinsp;Never required, 0\u0026thinsp;=\u0026thinsp;Opposed to recording\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSupervisor's attitude when students propose innovative methods\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eE\u003csub\u003e12\u003c/sub\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4\u0026thinsp;=\u0026thinsp;Actively adopts, 3\u0026thinsp;=\u0026thinsp;Discusses for refinement, 2\u0026thinsp;=\u0026thinsp;Allows experimentation, 1\u0026thinsp;=\u0026thinsp;Neither approves nor disapproves, 0\u0026thinsp;=\u0026thinsp;Explicitly opposes\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eResolution Period\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSystematic assessment of students' phased growth\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eE\u003csub\u003e13\u003c/sub\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4\u0026thinsp;=\u0026thinsp;Comprehensive evaluation, 3\u0026thinsp;=\u0026thinsp;Focused assessment, 2\u0026thinsp;=\u0026thinsp;Brief feedback, 1\u0026thinsp;=\u0026thinsp;No evaluation, 0\u0026thinsp;=\u0026thinsp;Denial of progress\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHas the student developed an individualized clinical reasoning/operational style?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eE\u003csub\u003e14\u003c/sub\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4\u0026thinsp;=\u0026thinsp;Fully developed, 3\u0026thinsp;=\u0026thinsp;Beginning to show characteristics, 2\u0026thinsp;=\u0026thinsp;Still imitating, 1\u0026thinsp;=\u0026thinsp;Not yet established, 0\u0026thinsp;=\u0026thinsp;Required to conform\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDid the instructor discuss follow-up development recommendations with the student at program completion?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eE\u003csub\u003e15\u003c/sub\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4\u0026thinsp;=\u0026thinsp;Detailed plan, 3\u0026thinsp;=\u0026thinsp;Brief suggestions, 2\u0026thinsp;=\u0026thinsp;Simple affirmation, 1\u0026thinsp;=\u0026thinsp;Not mentioned, 0\u0026thinsp;=\u0026thinsp;Negative evaluation\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDoes the current training model equip students with the ability to mentor junior students?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eE\u003csub\u003e16\u003c/sub\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4\u0026thinsp;=\u0026thinsp;Fully capable, 3\u0026thinsp;=\u0026thinsp;Mostly capable, 2\u0026thinsp;=\u0026thinsp;Basic guidance, 1\u0026thinsp;=\u0026thinsp;Challenging, 0\u0026thinsp;=\u0026thinsp;Completely incapable\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eData quality control\u003c/h2\u003e \u003cp\u003eReliability refers to the consistency, stability, and dependability of monitoring results. The most commonly used reliability measure is Cronbach's Alpha, with a test result of 0.938, exceeding 0.6. Therefore, the reliability of the survey questionnaire used in this study is acceptable. Validity refers to the extent to which measurement results reflect the intended construct. The KMO statistic measures the simplicity of correlation coefficients between variables, ranging from 0 to 1. Bartlett's sphericity test assesses whether item correlations are significant; a Sig. \u0026lt; 0.05 indicates significance, making it suitable for exploratory factor analysis. Factor analysis can be applied when KMO\u0026thinsp;\u0026gt;\u0026thinsp;0.5. The KMO value was 0.791, with a significance probability of 0.000\u0026thinsp;\u0026lt;\u0026thinsp;0.05, confirming suitability for factor analysis. In summary, the questionnaire design in this study demonstrated good validity and is appropriate for factor analysis.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003eData analysis\u003c/h2\u003e \u003cp\u003eAll data were analyzed using SPSS 26.0 statistical software for analysis. Descriptive analysis was conducted on the first two sections of the student version questionnaire data and the data from the mentor version questionnaire data. Subsequently, variance analysis, and regression analysis were conducted on the data from Section 3 of the student version questionnaire. The chi-square test was employed to assess variance analysis, identifying variables with p\u0026thinsp;\u0026lt;\u0026thinsp;0.01. Meanwhile the regression analysis employed a multiple linear regression model to screen variables with P\u0026thinsp;\u0026lt;\u0026thinsp;0.05. Finally, the results were summarized and presented by using summary measures and tables.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eResults of the Descriptive Analysis\u003c/h2\u003e \u003cp\u003e\u003cb\u003eDescriptive Analysis Based on Student Surveys\u003c/b\u003e The second section of the student questionnaire, illustrated the current state of the tutor-postgraduate interaction from the student perspective. Regarding interaction frequency and format, the survey indicates that interactions occurring 2\u0026ndash;3 times per week are most common, accounting for 42.31%. Students' expectations for interaction time allocation predominantly fall within the 20\u0026ndash;30% range, at 53.85%. Both higher and lower interaction frequencies are less prevalent in practice and expectations. Additionally, 96.15% of students participate in clinical bedside teaching, aligning with requirements for clinical medical student training. Regarding conflict resolution and awareness of rights and obligations, 76.92% of students proactively seek communication to resolve issues, and 80.77% have a basic understanding of their rights and obligations. However, only 11.54% possess a very clear understanding of these rights and obligations. Regarding satisfaction and prominent issues: 30.77% of students were \u0026ldquo;very satisfied\u0026rdquo; and 57.69% were \u0026ldquo;satisfied\u0026rdquo; with the tutor-postgraduate interaction. No students selected \u0026ldquo;dissatisfied\u0026rdquo; though 3 chose \u0026ldquo;very dissatisfied\u0026rdquo;, 42.31% identified \u0026ldquo;unclear objectives\u0026rdquo; as the primary issue in current tutor-postgraduate interactions. Regarding ideal roles and trait perceptions, 42.31% of students most desired mentors to serve as \u0026ldquo;career guides.\u0026rdquo; 50.00% believed that in the early stages of the tutor-postgraduate interaction, students should demonstrate greater initiative. Concurrently, 65.38% agreed that student initiative is one of the most influential factors shaping the tutor-postgraduate interaction. (Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e)\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eDescriptive Analysis Based on Mentor Survey Data\u003c/b\u003e The mentor questionnaire illustrated mentors' cognitive practices regarding the four stages and overall framework of Peplau's interpersonal theory. During the orientation phase, 100.00% of mentors communicate face-to-face with students when selecting them, and 48.72% always clearly state teaching objectives, mutual responsibilities, and available resources during the initial meeting. Wards and outpatient clinics are the most common settings for mentor-led teaching, chosen by 84.62% and 74.92% of mentors respectively. Among the identification phase, 48.72% of mentors guide students to self-discover errors after mistakes occur. All mentors adjust teaching methods to varying degrees based on student circumstances. Regular feedback is the most preferred method for building trust relationships, adopted by 92.31% of mentors in practice. The third phase is the exploitation phase. 89.74% of mentors gradually grant clinical autonomy through progressive delegation, a passive process for students. Concurrently, 56.41% of mentors believe students should increase initiative during this phase. 64.10% view mentor-student interaction as a collaborative model, while 30.77% adopt an authoritative guidance style. The fourth phase is the resolution phase. When conflicts arise, 82.05% of mentors choose to resolve them through communication. Upon concluding the tutor-postgraduate interaction, mentors primarily evaluate teaching effectiveness across three dimensions: operational skills, theoretical knowledge, and professional competence. Emphasis on research capabilities is less pronounced than on clinical competencies. Finally, mentors' overall perspectives on Peplau's interpersonal theory were examined. Similar proportions identified the most challenging phases across the four stages, with 38.46% of mentors considering the establishment of shared goals as the most critical turning point in the tutor-postgraduate interaction. When asked about primary barriers to applying Peplau's interpersonal theory, over half of supervisors selected each of the following obstacles: insufficient time, inadequate theoretical understanding, low student cooperation, and lack of institutional support. Among these, insufficient theoretical understanding was the most significant issue, with 79.49% of supervisors reporting its presence. (Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e)\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eResults of the Correlation Analysis\u003c/h2\u003e \u003cp\u003eDuring the orientation phase, E2 and E4 exhibited the highest chi-square values, reaching 139.425 and 142.629, respectively. During the identification phase, E6 and E7 exhibited extremely high chi-square values of 130.347 and 102.903, respectively. During the exploitation phase, variables E10\u0026ndash;E12 exhibited relatively high chi-square values. These represent the mentor's performance in granting autonomy, cultivating transferable skills, requiring reflection, and encouraging innovative techniques. In the resolution phase, E13 and E15 yielded highly significant chi-square values, substantially influencing graduate students' satisfaction with the tutor-postgraduate interaction. (Fig.\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e)\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eResults of the Correlation Analysis\u003c/h2\u003e \u003cp\u003eAmong the initially selected 16 variables, six passed the significance test: E2, E6, E9, E10, E14, E16. The four dependent variables E2, E6, E10, and E14 exhibit a positive correlation with satisfaction, while E9 and E16 show a negative correlation with satisfaction. Based on the calculated regression coefficients, each additional unit of E2, E6, E10, and E14 increases satisfaction by 0.473, 0.247, 0.62, and 0.309, respectively. Conversely, each additional unit of E9 and E16 decreases satisfaction by 0.174 and 0.264, respectively. (Fig.\u0026nbsp;\u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eResults of Multivariate Linear Regression\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eβ\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStandardized β\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003et\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003ep\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOrientation Period\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eE1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.018\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.021\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.114\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.909\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eE2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.473\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.554\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4.848\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eE3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.140\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e-0.196\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-1.417\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.162\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eE4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.102\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.113\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.836\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.406\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eConfirmation Period\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eE5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.061\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e-0.067\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-0.870\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.388\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eE6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.247\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.279\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.676\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.010\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eE7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.011\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e-0.012\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-0.060\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.953\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eE8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.111\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e-0.125\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-0.753\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.454\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eUtilization Period\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eE9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.174\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e-0.232\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-2.082\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.042\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eE10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.622\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.674\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.542\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.014\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eE11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.049\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.055\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.394\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.695\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eE12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.047\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e-0.051\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-0.380\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.705\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eResolution Period\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eE13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.085\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e-0.089\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-0.629\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.532\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eE14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.309\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.307\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.585\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.012\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eE15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.038\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e-0.046\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-0.343\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.733\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eE16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.264\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e-0.408\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-2.570\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.013\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eBasic Information on the Early Tutor-Postgraduate Interaction\u003c/h2\u003e \u003cp\u003eOne objective of this study was to conduct simultaneous surveys of both mentors and students using Peplau's interpersonal theory. The descriptive analysis in the questionnaire effectively presents the current state of the tutor-postgraduate interaction.\u003c/p\u003e \u003cp\u003eThe descriptive findings from the student questionnaire indicate that 88.46% of students reported being either very satisfied or satisfied with their tutor-postgraduate interaction. This result is comparable to satisfaction levels reported in a satisfaction-based study of tutor-postgraduate interactions in other disciplines[\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e], suggesting that early clinical tutor-postgraduate interactions at Tongji Medical College, Huazhong University of Science and Technology, exhibit satisfaction levels similar to those in general tutor-postgraduate interactions, overall maintaining a favorable status. The frequency of teacher-student interactions primarily occurs 2\u0026ndash;3 times per week, with neither students nor mentors expressing a desire to increase communication further. This finding aligns with a 2022 survey[\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e], which similarly concluded that exceeding an adequate interaction frequency does not enhance the relationship. Interaction formats are dominated by clinical bedside teaching, supplemented by online communication, consistent with the practical characteristics of clinical medical education. However, the survey also revealed structural issues within the tutor-postgraduate interaction: 42.31% of students identified \u0026ldquo;unclear objectives\u0026rdquo; as the most prominent current problem, while only 11.54% reported being \u0026ldquo;very clear\u0026rdquo; about their rights and obligations. These findings suggest that although the tutor-postgraduate interaction is generally satisfactory, there is room for improvement in areas such as shared goal consensus, role clarification, and communication regarding rights and responsibilities.\u003c/p\u003e \u003cp\u003eDescriptive findings from the faculty questionnaire indicate that, based on Peplau's four stages of mentor-mentee relationships, faculty demonstrate relatively robust practices during the \u0026ldquo;orientation phase\u0026rdquo; and \u0026ldquo;identification phase.\u0026rdquo; For instance, all faculty reported establishing teaching objectives to some degree during initial meetings and tailoring instructional approaches to student characteristics (0.00% selected \u0026lsquo;rarely\u0026rsquo; or \u0026ldquo;never\u0026rdquo;). However, practices in the exploitation phase and resolution phase were relatively weak, particularly in areas like granting student autonomy, fostering personalized skill development, and implementing systematic evaluations. For instance, 30.77% of mentors acknowledged that their relationships with students leaned toward an authoritative style. Research indicates that collaborative mentor-student relationships are more conducive to student development. [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]Additionally, 79.49% of mentors did not believe students had achieved full independence upon relationship termination. Finally, most mentors agreed that implementing Peplau's interpersonal relationship theory faces challenges including insufficient time, inadequate theoretical understanding, low student cooperation, and lack of institutional support\u0026mdash;with insufficient theoretical understanding being particularly pronounced. These findings indicate that mentors at our institution need to enhance their understanding and application of Peplau's interpersonal relationship theory in the tutor-postgraduate interaction to address weaknesses in the exploitation and resolution phases.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003eFactors Influencing the Tutor-Postgraduate Interaction\u003c/h2\u003e \u003cp\u003eThis study systematically examined the impact of the tutor-postgraduate interaction across each stage of Peplau's theory on student satisfaction through differential analysis based on chi-square tests and correlation analysis based on multiple linear regression. Differential analysis reveals whether variables influence satisfaction, while correlation analysis further explores the degree of influence each variable exerts on satisfaction.\u003c/p\u003e \u003cp\u003eThe results of the differential analysis indicate that mentor behaviors across all stages of Peplau's interpersonal relationship theory significantly influence student satisfaction\u0026mdash;a conclusion supported by multiple studies. During the orientation phase, the proactive engagement of both students and mentors significantly impacts their mutual understanding, which in turn determines the first impression formed between them. A 2013 study[\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e] noted that positive or negative impressions formed during the initial relationship phase influence subsequent stages of Peplau's interpersonal theory. Unlike short-term relationships, the tutor-postgraduate interaction requires sustained development and adaptation through all four phases, making the orientation phase critically important as the foundational stage. The primary task during the identification phase is establishing a trust system. In a study of nurse-patient relationships grounded in Peplau's theory[\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e], the establishment of mutual trust emerged as a key determinant of treatment quality. This underscores how the strength of trust during the identification phase directly correlates with student satisfaction. The exploitation phase facilitates deeper engagement, often coinciding with thesis writing or critical clinical training phases where the mentor's influence becomes profoundly significant. A study examining medical graduate advisor systems from 2000 to 2018[\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e] revealed that advisors exhibiting negative role models in their careers may reduce students' willingness to enter the same field, further underscoring the powerful influence of advisor behavior during the exploitation phase.[\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e] Finally, when conflicts arise, both parties enter the resolution phase, where the relationship becomes sensitive, and the advisor's attitude toward the student largely determines the conflict's outcome. A study[\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e] on student anxiety indicates that mentors lacking fairness, diversity, and inclusivity significantly heighten student anxiety, thereby weakening the tutor-postgraduate interaction.\u003c/p\u003e \u003cp\u003eCorrelation analysis further identified key factors influencing student satisfaction, most notably whether students can transfer their tutor's guidance methods to new case management. This factor represents students' self-assessed ability to independently perform clinical work. Clinical proficiency gains can significantly enhance students' sense of belonging in clinical settings, thereby increasing student satisfaction.\u003c/p\u003e \u003cp\u003eNotably, two factors showed negative correlations with satisfaction: whether mentors progressively increased student autonomy and whether students possessed the ability to mentor junior peers. This outcome may stem from increased clinical autonomy often accompanying heightened workload and stress, coupled with students' prevalent negative perceptions of \u0026ldquo;teaching\u0026rdquo; responsibilities. However, a cross-sectional study in Heilongjiang Province[\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e] revealed that when mentors supervise multiple students simultaneously, assigning senior graduate students to handle part of the teaching duties significantly enhances group interactions and improves students' overall competence. This suggests that relying solely on student satisfaction as an indicator of instructor teaching quality is insufficient. Incorporating Peplau's interpersonal theory into instructor evaluation systems can enhance objectivity. Additionally, these findings indicate that instructors need to increase students' expectations regarding clinical autonomy and provide psychological guidance during the gradual independence process. This approach can help students achieve faster and more effective independence in completing clinical tasks.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003eImplications\u003c/h2\u003e \u003cp\u003eBased on the above findings, we propose the following recommendations for improving early clinical mentor-student relationships: First, strengthen goal alignment and role clarification during the orientation phase. Comparing data on how mentors and students define mutual rights and responsibilities during initial meetings reveals that while all mentors engage in some communication, most students remain unclear about their respective obligations during teaching sessions. Therefore, mentors should collaborate with students to establish a more explicit learning plan during the initial relationship-building phase. This plan should be continuously refined and confirmed through ongoing communication, laying a solid foundation for subsequent stages. Second, enhance mutual trust during the \u0026ldquo;identification phase.\u0026rdquo; Mentors should increase pedagogical flexibility, encourage students to voice their insights, and prioritize guiding rather than directly correcting errors. This approach cultivates students' critical thinking and independent learning abilities. Third, prioritize the quality of teaching interactions during the \u0026ldquo;exploitation phase\u0026rdquo; and \u0026ldquo;resolution phase.\u0026rdquo; Conduct systematic evaluations of the tutor-postgraduate interaction, provide regular feedback on students' developmental progress, and offer personalized career advice upon completion to facilitate the transition from \u0026lsquo;learner\u0026rsquo; to \u0026ldquo;practitioner.\u0026rdquo; Mentors should also provide appropriate support during students' job searches, effectively serving as \u0026ldquo;career guides.\u0026rdquo; Fourth, enhance mentors' understanding and training in Peplau's theory. In this survey, 79.49% of mentors identified \u0026ldquo;insufficient theoretical knowledge\u0026rdquo; as the primary barrier to applying the theory. Therefore, institutions should organize workshops and case studies to improve mentors' comprehension and application of interpersonal relationship theory.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003eLimitations\u003c/h2\u003e \u003cp\u003eThis study also has several limitations. The sample size was relatively small (78 students and 39 mentors), and participation was primarily voluntary, potentially introducing sampling bias. The survey instrument was a self-developed questionnaire. Although it underwent reliability and validity testing, its applicability to broader populations remains to be verified. The cross-sectional design cannot capture the dynamic changes in tutor-postgraduate interaction.\u003c/p\u003e \u003cp\u003eFuture research could be expanded in the following directions. Conducting multi-center, large-sample studies using systematic sampling of target populations to enhance data reliability. Implementing group-comparison studies to further analyze the practical effectiveness of applying Peplau's interpersonal theory. Integrating Peplau's theory with other pedagogical theories (such as self-determination theory and situated learning theory) to construct a more comprehensive evaluation system for tutor-postgraduate interaction.\u003c/p\u003e \u003c/div\u003e"},{"header":"Conclusions","content":"\u003cp\u003eWhile our university's tutor-postgraduate interaction is generally positive, room for improvement remains. Faculty mentors exhibit uneven performance across the four stages of Peplau's interpersonal theory and demonstrate insufficient understanding of this theoretical framework. Notably, mentors' behaviors during each stage of Peplau's interpersonal theory significantly influence student satisfaction. Incorporating Peplau's interpersonal theory enables more objective evaluation of mentors' teaching outcomes in fostering student autonomy.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003eClinical trial number: not applicable\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. This study has been waived from ethics review by the Ethics Committee of the Union Hospital of Tongji Medical College, Huazhong University of Science and Technology Wuhan China. In that case, Participants do not need to sign informed consent. .\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll data generated or analysed during this study are included in this published article [and its supplementary information files].\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no competing interests\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTeaching Research Project on Student-Centered Teaching Method Reform and Practice at the First Clinical School, Huazhong University of Science and Technology, (No. 2024016).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSTT, SL, WY, JHN, LHQ, SWL designed the questionnaire, published it online, and collected the data. SJG completed the data analysis and chart creation. CW and KL completed the writing of the article.All authors reviewed the manuscript.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eWoods SK, Burgess L, Kaminetzky C, McNeill D, Pinheiro S, Heflin MT. Defining the roles of advisors and mentors in postgraduate medical education: faculty perceptions, roles, responsibilities, and resource needs. J Grad Med Educ. 2010;2(2):195\u0026ndash;200.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eXiao Y, Wu XH, Huang YH, Zhu SY. Cultivation of compound ability of postgraduates with medical professional degree: the importance of double tutor system. Postgrad Med J. 2022;98(1163):655\u0026ndash;7.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eRadcliffe C, Lester H. Perceived stress during undergraduate medical training: a qualitative study. Med Educ. 2003;37(1):32\u0026ndash;8.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eO'Neill LD, Wallstedt B, Eika B, Hartvigsen J. Factors associated with dropout in medical education: a literature review. Med Educ. 2011;45(5):440\u0026ndash;54.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLi H, Tong J, Jiang X, Gu D, Zhang X, Hu B. Factors related to dropout intention of medical college postgraduates in China: A comparison between students who receive standardized training and non-standardized training. PLoS ONE. 2025;20(7):e0325146.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eCan E, Richter F, Valchanova R, Dewey M. Supervisors' perspective on medical thesis projects and dropout rates: survey among thesis supervisors at a large German university hospital. \u003cem\u003eBMJ Open\u003c/em\u003e 2016, 6(10):e012726.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLego S. The application of Peplau's theory to group psychotherapy. J Psychiatr Ment Health Nurs. 1998;5(3):193\u0026ndash;6.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eJuan S, Esseiva Z, Macrae J, Nielsen R. Anxiety provoking behaviors of nursing clinical instructors and effects on undergraduate nursing students' wellbeing: A mixed methods design. Nurse Educ Pract. 2023;66:103517.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBarker P. The future of the theory of interpersonal relations? A personal reflection on Peplau's legacy. J Psychiatr Ment Health Nurs. 1998;5(3):213\u0026ndash;20.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLi S. 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The intersection between clinical excellence and role modeling in medicine. J Grad Med Educ. 2011;3(4):465\u0026ndash;8.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKennedy TJ, Regehr G, Baker GR, Lingard L. Preserving professional credibility: grounded theory study of medical trainees' requests for clinical support. BMJ. 2009;338:b128.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eWang M, Wang Y, Fang M, Zhang S, Li Y, Cao D, Jin Y. Style and influencing factors of tutors-postgraduates' interactions in Chinese medical colleges: a cross-sectional survey in Heilongjiang Province. BMC Med Educ. 2023;23(1):305.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Medical College, Postgraduate Education, Tutor-Postgraduate Interaction, Investigation on the Current Situation","lastPublishedDoi":"10.21203/rs.3.rs-8091816/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8091816/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eThis study investigates the tutor-postgraduate interaction among clinical medical graduates at Tongji Medical College using Peplau's interpersonal relationship theory. Through surveys from both student and supervisor perspectives, it assesses the current interaction status and analyzes influencing factors, aiming to provide insights for improving this critical educational dynamic.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eCross-sectional online survey was conducted among 78 postgraduates and 39 tutors at Tongji Medical College from October 1, 2024, to October 1, 2025. Data from self-developed questionnaires based on Peplau's theory in two versions were analyzed via descriptive statistics, chi-square tests, and multiple linear regression in SPSS 26.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eIn this study, descriptive analysis revealed that students at Tongji Medical College generally expressed high satisfaction with their mentor-mentee relationships, though mentors demonstrated uneven performance across the stages of Peplau's interpersonal theory. Differential and correlation analyses of the 5-point Likert scale questionnaire revealed that all 16 variables significantly influenced student satisfaction. Among these, four variables showed a significant positive correlation with satisfaction: the mentor's initiative in understanding students, the mentor's willingness to adjust teaching plans during the process, students' ability to learn by analogy, and students' development of independent clinical reasoning. Additionally, two variables showed negative correlations with student satisfaction: whether mentors progressively increased students' clinical autonomy and whether students developed the ability to mentor junior students.\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e \u003cp\u003eThe current study proposes that Peplau's interpersonal relationship theory provides guidance for improving mentor-student relationships, and incorporating Peplau's Interpersonal Relationship Theory into the evaluation system can more objectively assess the teaching outcome of mentors.\u003c/p\u003e","manuscriptTitle":"Investigation on the Current Situation of Clinical Postgraduate Tutor-Postgraduate Interaction and Analysis of Optimization Paths Under the Framework of Peplau’s Interpersonal Relations Theory","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-12-26 06:17:50","doi":"10.21203/rs.3.rs-8091816/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-01-27T07:27:03+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-01-10T02:26:35+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-01-02T21:54:15+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"328125309674681906148601207592344088260","date":"2026-01-01T13:48:40+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"99006052719545142481176868030720548820","date":"2025-12-24T11:31:40+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-12-24T08:07:44+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-12-22T17:00:42+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-12-03T05:21:32+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-12-02T10:23:49+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2025-12-02T09:34:41+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"366f09b0-65bd-43c2-8f9c-5ef60c60d382","owner":[],"postedDate":"December 26th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"in-revision","subjectAreas":[],"tags":[],"updatedAt":"2026-05-18T05:24:51+00:00","versionOfRecord":[],"versionCreatedAt":"2025-12-26 06:17:50","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8091816","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8091816","identity":"rs-8091816","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}