This cross-sectional study employed a quantitative survey approach to examine the academic experiences of graduate students at Xiangya School of Basic Medicine during the 2018–2021 academic cohorts. This study focused on graduate students from the 2018–2021 cohorts at Xiangya School of Basic Medical Sciences, Central South University. The cohort distribution was as follows: 18.29% (2018), 26.86% (2019), 18.57% (2020), and 36.29% (2021) (Figure 1). In our study, the cohorts are categorized based on the year of entry into the graduate program. Specifically, the 2018 cohort represents the senior students, while the 2021 cohort represents the junior students. The sample comprised 67.43% female and 32.57% male students. In terms of academic background, 63.14% were non-cross-disciplinary candidates while 36.86% had transitioned from other fields. The survey instrument included 24 questions employing both single-choice and multiple-choice formats as well as open-ended questions, comprehensively assessing: (1) daily life circumstances, (2) academic workload, (3) research activities, and (4) mentor-mentee relationships within research teams. A total of 350 valid questionnaires were collected for analysis. Only 54.29% of graduate students had majored in basic medical sciences during their undergraduate studies, and most of the other undergraduate students come from clinical medicine, biomedicine and pharmacy, preventive medicine and other majors (Figure 2A). The proportion of cross-majors is similar across grades (Figure 2B).

This study was conducted at the Xiangya School of Basic Medical Sciences, Central South University, which has been designated a National “Top-Tier Undergraduate Training Base in Basic Medical Sciences” by the Chinese Ministry of Education. The school offers research-intensive graduate programs characterized by laboratory-based training and close supervisor–mentee collaboration in the basic medical sciences.

Population: All enrolled graduate students from the 2018, 2019, 2020, and 2021 cohorts.

Sample size achieved: 350 valid questionnaires.

Sampling method: Use WeChat groups to conduct convenient sampling in the form of questionnaire stars.

Inclusion criteria: (1) registered student at the School of Basic Medical Sciences, (2) enrolled between 2018 and 2021.

Exclusion criteria: students on temporary leave or exchange abroad at the time of the survey.

The study utilized a 24-item researcher-developed questionnaire containing both single-choice and multiple-choice formats as well as open-ended questions (Table 1). Although the questionnaire was not formally validated, its items were developed through expert consultation with faculty members. Data were collected via an anonymous online survey distributed through Wenjuanxing (a Chinese platform similar to Qualtrics). Each participant took approximately 5–8 min to complete the survey. Prior to participation, respondents were provided with a detailed explanation of the study’s purpose, and their consent was obtained voluntarily.

Statistical analyses were conducted using SPSS 18.0. Descriptive statistics (means ± standard deviations) summarized continuous variables. Group comparisons employed independent-samples t-tests, with statistical significance defined as p < 0.05 for all inferential analyses.

The study maintains confidentiality through anonymized data collection and secure server storage. Participants are informed that they have the right to withdraw without penalty.

The study protocol was reviewed and approved by the Institutional Review Board of the School of Basic Medical Sciences, Central South University (Approval No. IRB-2023-KT137). Four measures were taken to enhance the trustworthiness of the data:

The lack of Likert-scale items constrained nuanced attitude measurement. Self-report bias may affect accuracy of responses regarding sensitive topics like supervisor relationships.

In this study, “learning difficulty” refers to challenges in mastering graduate-level academic content (e.g., theoretical knowledge, technical skills) due to gaps in prior training or inadequate pedagogical support, rather than cognitive dysfunction (which falls under clinical learning disabilities). Figure 3 shows that more than 14% of the students think that there is some difficulty in their current study, while only about 10% feel relatively simple (Figure 3A). It can be seen that the proportion of students who find difficulty in learning is relatively high. At the graduate stage, knowledge comes from many sources: (1) subject teaching; (2) active literature and academic reports; (3) practice. Learning is no longer like undergraduate stage, where students passively accept knowledge, but rather actively organize and collect knowledge. However, for students with relatively weak foundation, reading literature is a big problem. Many students cannot understand the literature thoroughly and master the essence of the literature, so they need to actively practice more. Graduate students of different grades in basic medical schools have similar subjective perception of difficulty in learning content (Figure 3B). This finding indicates that the difficulty in learning content is a common issue among graduate students across different cohorts. It is possible that the current teaching methods and curriculum system may not fully meet the needs of students in terms of helping them adapt to the changes in learning style and content. Therefore, there is still room for improvement in the current teaching of educational institutions at all levels. Optimizing the curriculum system and strengthening learning guidance could be of great significance to help students better adapt to the learning changes at the graduate stage.

From the survey results, it can be seen that only 30% of graduate students think of seeking help from their supervisors when they encounter difficulties in their studies or life. Most students will ask their friends for help, and a few students will ask their families for help (Figure 4A). In terms of the frequency of communication with supervisors, a few students only communicate with supervisors once a month (Figure 4B). The main reason for less communication with supervisors is that supervisors are busy (Figure 4C). However, it is important to note that there could be multiple factors influencing students’ preferences for seeking help and communication frequency, such as power dynamics, self-directed learning tendencies, and other contextual factors. This indicates that the teacher-student communication mechanisms in China’s educational institutions still require improvement. Establishing efficient communication is crucial for enhancing postgraduate training quality, as it directly impacts academic guidance effectiveness and students’ psychological wellbeing. Future research could explore these factors in more depth to provide a more comprehensive understanding of the underlying issues.

According to the survey results, about 80% of graduate students have relatively free time schedules, which can be described flexible scheduling, allowing them to complete tasks within defined time periods. This flexible scheduling is particularly conducive to self-directed learning (SDL), a learning approach that has been widely recognized in medical education for its effectiveness in promoting student engagement and efficiency. About 20% of graduate students have relatively tight time schedules, which requires daily fixed-time check-ins (Figure 5). It can be seen that most graduate students have relatively free time schedules. Flexible time schedules enable students to better manage their learning processes, which is essential for SDL. Graduate students can utilize their free time to access research modules and engage in SDL activities. This not only helps them develop critical thinking skills but also prepares them for future professional practice. So how to arrange time reasonably and grasp the balance between study and life is very important. Scientific research requires a lot of time, but scientific research also requires efficiency. Relevant domestic educational institutions shall carry out relevant guidance to guide students to balance scientific research and life, improve time utilization efficiency, form good time management habits, and have an important impact on ensuring the quality of education.

Figure 6 shows that only 26% of graduate students believe that the monthly subsidy covers their daily expenses (Figure 6). This financial strain aligns with Maslow’s hierarchy of needs theory, which posits that basic physiological and safety requirements must be satisfied before individuals can pursue higher-order cognitive or self-actualization goals like scientific research (11). Given that graduate students—unlike their employed peers—rely solely on institutional subsidies, unmet subsistence needs may explain observed psychological stressors and reduced research engagement. This result suggests that it is necessary for domestic educational institutions to improve the economic treatment of graduate students and ensure their peace of mind in scientific research, which is a necessary condition for stabilizing graduate students and improving scientific research output.

As can be seen from Figure 7 of the survey results, 26% of graduate students still have insufficient research funding (Figure 7). Basic medical research requires a certain amount of money. Basic medicine is supported by experimental data. A large number of experiments need to be done. These experiments need sufficient funding. This data shows that relevant domestic educational institutions need to increase investment in scientific research funds and optimize the allocation mechanism of funds, which is an important material guarantee for promoting basic medical scientific research innovation and improving graduate students ‘scientific research practice ability.

54.7% of graduate students attended international or domestic academic conferences, and there is still room for improvement (Figure 8A). Our survey results show that 71.14% of graduate students actively participate in academic activities, and there are still some students who are not motivated to participate in academic activities (Figure 8B). The reasons for insufficient enthusiasm or failure to apply for graduate subjects mainly include the following aspects: Too busy with clinical work, not interested, ignore relevant notifications, lack of adequate research skills, and do not know (Figure 8C). It is recommended that domestic educational institutions formulate relevant policies to enhance the attraction and participation of academic activities. Such measures would be beneficial in broadening students’ academic vision and enhancing their scientific research competitiveness. These initiatives are closely related to the academic growth of graduate students and the improvement of educational quality.

According to the survey results, nearly 1/3 of graduate students have not been exposed to scientific research before entering school, and the proportion of undergraduate graduate students in clinical medicine is higher, and some undergraduate graduate students in other majors have not received scientific research training (Figure 9). Early contact with scientific research, early participation in scientific research projects and integration into scientific research teams are not only conducive to learning scientific research technology in advance, but also conducive to early contact and communication with team members. There are not many opportunities for clinical undergraduates to really contact scientific research, and academic graduate students often start to contact experiments in the second year of graduate students. This survey result provides direction for relevant domestic educational institutions to adjust the connection mechanism between undergraduate and graduate scientific research education, and helps to build a coherent scientific research training system.

Figure 10 of the survey results show that the overall satisfaction of graduate students with the scientific research academic guidance of their supervisors reaches 96.29% (Figure 10A). The proportion of graduate students in different grades who are very satisfied with the scientific research academic guidance of their supervisors exhibits a downward trend with the increase of cohorts (Figure 10B). It is recommended that supervisors pay increased attention to the guidance of senior graduate students. When considering these findings in relation to Figure 8C, it becomes evident that reasons for not participating in research activities include a lack of intrinsic motivation, self-directed learning skills, and possibly time management issues. This suggests that educational institutions at all levels pay attention to the continuous and targeted optimization of supervisor guidance, including fostering intrinsic motivation and self-directed learning skills among graduate students. Establishing a dynamic guidance evaluation mechanism can ensure that graduate students at different stages can obtain high-quality guidance. Additionally, promoting a culture of self-directed learning could help students take more initiative in their research activities, thus improving their satisfaction with academic support from their supervisors.

Figure 11 of the survey results show that 86.57% of the overall graduate students like the working atmosphere of their group (Figure 11A), and the difference in the proportion of graduate students in different grades like the working atmosphere of their group is reflected in the graduation cohort (2019 cohort) (Figure 11B); greater attention should be paid to students’ life, research, and future career or academic pathways of graduate students in graduation grade. Good team atmosphere is an important factor to improve graduate research efficiency and mental health. This study provides evidence for educational institutions at all levels to optimize team building strategies and pay attention to the special needs of graduate students.

Figure 12 of the survey results show that the overall dissatisfaction rate of graduate students with the current graduate life is 20.86%, the dissatisfaction rate of graduate students in different grades with the current graduate life is not different by about 20%, and the graduation grade (2018 cohort) has decreased (15.63%) (Figure 12). Therefore, educational institutions at all levels comprehensively improve graduate students’ life satisfaction, involving comprehensive improvement in many aspects of life, study and scientific research, which is the key to creating a high-quality educational ecology and attracting and retaining outstanding talents.

To enhance their academic experience and adapt more effectively to their new environment, graduate students can implement several proactive strategies. These include embracing SDL, which empowers students to take charge of their educational journey and develop critical thinking skills (12). Additionally, fostering intrinsic motivation can drive students to engage more deeply with their studies and research (13). Seeking academic support early is crucial, as it helps to address challenges promptly and leverage available resources. Engaging in peer learning and networking not only provides a platform for mutual support and knowledge exchange but also enhances students’ social integration and professional development.

It is recommended that schools, colleges, and supervisors establish mechanisms to guide graduate students with multi-disciplinary backgrounds to adapt to graduate studies as soon as possible. It is suggested that supervisors actively listen to students, adjust expectations appropriately, and build trust while providing academic guidance (14, 15), and gradually adjust to the transition in graduate school in a positive mood (16).

From undergraduate to graduate students, graduate students need to change their learning thinking mode, actively learn, adjust their mentality, adapt to their majors (17), build a solid psychological and knowledge foundation for subsequent learning and scientific research, and provide demonstrations for relevant educational institutions at all levels to deal with students ‘professional adaptation problems.

Establish mechanisms at school and college levels to ensure that supervisors have sufficient time to guide graduate students.

Supervisors invest more time and energy in graduate students: In the process of scientific research, timely and effective information exchange is extremely important (18, 19). This kind of communication is two-way, the supervisor needs to keep abreast of the student’s work progress, and the student needs to get corresponding help from the supervisor (20, 21).

Graduate students are proactive: The supervisor is busy with work, so it is encouraged that graduate students think about what problems they need to solve before communicating with the supervisor, and how to solve the problems. When communicating with the supervisor, try to save time and solve the problems efficiently (22). For introverted students who are not good at communication, they should try their best to improve their ability to express themselves, dare to ask questions, not afraid of mistakes, not afraid of criticism, always have an apprentice mentality, consult with supervisors modestly, try to consult face-to-face, and solve problems in writing when necessary; For those students who do not like supervisors and are afraid to communicate with supervisors, it is preferable that they carefully consider whether they understand their supervisors clearly and are really interested in their research direction. If necessary, they can apply to the school for replacement of supervisors.

In medical education, critical thinking and problem-solving skills are essential (23). It is suggested that supervisors pay more attention to guiding students to actively discover problems and actively seek solutions (24).

Besides scientific research, how to live happily is also a very important thing. Many graduate students often complain about the difficulty of scientific research, which makes it difficult to balance the contradiction between scientific research and life (25), which leads to many graduate students having mental health problems (26, 27). There is a need for graduate students to formulate detailed study and research plans, clarify task priorities, and ensure efficient completion of work.

Learn to set time for rest and relaxation, avoid overwork, actively participate in social activities, expand interpersonal networks, relieve scientific research pressure, and achieve a balance between scientific research and life (28).

The state, society, schools, colleges and supervisors invest more funds through multiple channels to improve the treatment of graduate students and ensure the life and scientific research of graduate students (29). Improve the fund management and supervision mechanism to ensure the rational distribution and use of funds, and provide an example for the construction of fund guarantee mechanism for education-related institutions at all levels.

Increase the enthusiasm of graduate students to participate in academic activities or submit projects (30, 31). Colleges and universities can improve the overall level of scientific research and teaching by building innovation platforms and academic heights and optimizing evaluation and incentive mechanisms (32, 33). At the same time, we will expand academic publicity, improve the content of academic activities, and increase the benefits of applying for projects, so as to improve the initiative of graduate students.

Graduate students are encouraged to actively engage in academic activities and research projects aligned with their professional interests, thereby enhancing their academic competence, career development, and personal growth through increased self-directed initiative (34).

With the strong support of the state for scientific research, the speed of scientific and technological development in China is constantly improving, the level of scientific research is constantly improving, various new scientific research achievements are changing with each passing day, and many graduate textbooks are not updated in time, introduced comprehensively, and the content is not deep. Graduate students’ daily study is different from undergraduate study. During their study, graduate students will have various academic lectures, conferences and opportunities for exchange and study. In addition to completing experimental tasks in the laboratory every day, it is preferable that basic medical graduate students actively participate in professional-related learning and enrich themselves through various channels. Extensive communication can play a positive role in releasing the pressure brought by the subject and solving professional problems during graduate school. At the same time, active contact with the forefront of scientific research is conducive to the cultivation of scientific research thinking, the expansion of knowledge, the improvement of learning and inquiry ability and the cultivation of scientific research interest (35).

In addition to the study of basic courses, Yanyi makes good use of spare time, reads a lot of relevant literature, actively participates in subject research, and learns experimental techniques in advance, which is of great help to enter the laboratory and participate in scientific research activities quickly in the future (36).

For graduate students who have just come into contact with scientific research, it is also indispensable for supervisors to give more patient and specific guidance, reasonably arrange literature reading tasks, regularly assess learning effects (37), and provide practical paths for the early cultivation of scientific research talents in domestic colleges and universities.

Supervisors are the first responsible person for postgraduate training. Supervisors strengthen their own learning (38), attach importance to life care and academic guidance for graduate students; schools and colleges give supervisors training and promotion opportunities (39, 40).

The ideal academic environment is considered to prepare students for future efforts, development, and social well-being (41). Competitive, stressful, threatening, or authoritative environments de-motivate students, while collective, collaborative, and supportive environments are motivating factors (42). It may be useful for supervisors to pay attention to the creation of a good atmosphere within the scientific research team, good interpersonal relations, a united and cooperative team, and an upward scientific research atmosphere (43, 44); schools and colleges should create a wide range of good academic atmosphere.

Actively implement the double supervisor system (45, 46), broaden the vision of graduate students, improve their practical ability, and lay a solid foundation for graduate research and career development (47).

Implement the four-in-one postgraduate training mechanism of “school, college, discipline and supervisor,” pay attention to the whole process of postgraduate “life, psychology, study, scientific research and future development” (48), and provide a model for innovation of postgraduate training mode in educational institutions.