https://sciensage.info/index.php/JASR <p><strong>Journal of Advanced Scientific Research (ISSN: 0976-9595) is a peer-reviewed online journal, published&nbsp;Monthly. This Journal publishes original research work, reviews, and short communications that contributes significantly to further the scientific knowledge in the subject areas of Chemistry, Pharmaceutical Research, Biochemistry, Microbiology, Biotechnology,&nbsp; Medicine and applied Biosciences to all the destinations for faster connectivity to respective research, taking due care of speed and pace of knowledge generation .</strong></p> Sciensage en-US Journal of Advanced Scientific Research 0976-9595 https://sciensage.info/index.php/JASR/article/view/2586 <p>Background: Interaction between teachers and students affects both the intellectual and the emotional development of the<br>medical students, especially at initial preclinical years. During this academic transition from school to medical university, the<br>teachers not only teach but serve as mentors, emotional guides, and moral role models. While existing studies have addressed<br>some aspects of teacher behavior and learning cultures, fewer studies have ventured into the perceptions of Phase I MBBS<br>students especially in South Asian settings.<br>Objective: The current research was undertaken to assess the perceptions of Phase I MBBS students regarding teacher–student<br>relationships and their association with perceived learning outcomes.<br>Methodology: A cross-sectional online questionnaire survey was conducted among 150 Phase I MBBS students at Government<br>Medical College, Srinagar, J&amp;K, India, in 2025.<br>The pre-tested questionnaire consisted of Likert-scale, multiple-choice, and open-ended questions which assessed the students’<br>perception of safety, favoritism, emotional support, and ideal teacher characteristics. Quantitative results were presented using<br>descriptive statistics and chi-square tests, and qualitative responses were coded thematically.<br>Results: Of 150 students (65% private school, 60% female), 88% indicated being encouraged by teachers and 82% perceived<br>their teachers as friendly. However, 42% perceived favouritism and only 60% claimed students were treated equally by teachers.<br>Positive attributes (friendliness, clarity, sensitivity) and concerns (favouritism to high-achievers, no feedback) were revealed<br>in open-ended comments. Students proposed solutions such as implementing anonymous feedback mechanisms and promoting<br>more balanced participation among all learners.<br>Conclusion: While most Phase I MBBS students perceive their teachers as supportive and encouraging, concerns of favoritism<br>and bias are still relevant. The study emphasizes that student involvement makes the teachers friendly, fair, and emotionally<br>supportive. Institutional strategies like facilitating teacher development, ongoing feedback, and integration strategies can promote<br>the quality of the educational environment.</p> Izat Amin Wani Ghulam Mohammad Bhat Manmeet Kour ##submission.copyrightStatement## 2026-05-27 2026-05-27 17 05 01 04