Modeling the impact of learning environment and professor-student rapport on professional identification of medical students

Abstract: Introduction: Professional identification as a social process in order to define the individual and the professional community of the individual is affected by different environmental, individual and institutional factors. The aim of this study was to identify a model for examining the role of learning environment and professor-student rapport in predicting the professional identification of medical students. Method: This research is descriptive and correlational in terms of applied purpose and in terms of data collection. The statistical population included all students of Ardabil medical sciences that using Morgan table, 227 people were randomly selected as a sample. To collect information from spelling learning environment assessment questionnaires. Tucker and Melissa Key. Levy, Wilson and Ryan (2010) and Waz and Izason (2008) academic identity were used, and t-test, correlation and structural equation modeling tests in LISREL and SPSS were used to answer the research questions. Findings: Findings showed that the learning environment has a significant effect on the degree of teacher-student rapport and also through professor-student rapport on successful identification of students' professions and explains 0.185 changes in student identification behavior. Conclusion: The findings of the present study indicate a significant contribution of the learning environment in predicting the professional identification of medical students through professor-student rapport. Therefore, it can be concluded that the learning environment through students 'perceptions as well as students' participation has a significant effect on the successful identification of medical students.