ABSTRACT
The teacher-student relationship in medicine is affected by incidents performed by teachers and perceived by students as morally incorrect. The objectives were to analyze these incidents perceived by third year medical students in 2009 and 2015, according to gender, position, career year, and instance, and to compare categories and motives. This is quantitative-qualitative research, based on a survey with closed and open items: to narrate incidents and motives. The relationship between variables was established with χ2 (p ≤ 0.05). The survey was administered to third year students: 218 in 2009 and 224 in 2015; mean age: 23.4 and 24.8 years old; feminine: 63.7% and 74.3%; and 199 and 209 incidents, respectively. In 2015 the incidents increased with: female students (p = 0.005), female teachers, classmates, first year, and oral tests. In 2009 most incidents were performed by teachers, followed by assistants, reversing in 2015 (p = 0.05). Psychological mistreatment was perceived greater in both years (+40%), followed by unfair evaluation (p = 0.001). The teacher's motives prevailed (+60%). Differences between the years could be due to: increasing female population among students and teachers, changes in the teaching positions, delegation of responsibilities of teachers, subjectivity in oral tests, and increase in social violence translated to the academic environment.
