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

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.