If you’ve spent any time preparing for grad school, you’ve probably heard the advice: “Get to know your professors.” It shows up everywhere: on pre-health forums, in advising offices, and in conversations with mentors. And while it’s not wrong, it’s also not very helpful. A better way to think about it is this: focus on helping your professors get to know you.
The problem with the original advice is that it’s vague, and for many students, it creates more anxiety than clarity. What does it actually mean to “get to know” a professor? Are you supposed to visit office hours every week? Make small talk? Build a personal connection? For students who are already juggling coursework, jobs, and other responsibilities, this can feel like yet another unclear expectation. In some cases, it can even lead to awkward or forced interactions that don’t feel genuine to either party.
The reality is that you don’t need to form a personal relationship with your professors in order to build a strong academic connection. Professors aren’t expecting you to become their friend, and they’re not evaluating how personable you are in casual conversation. What they do notice (and remember) are students who are consistently engaged, curious, and thoughtful about their learning. Building a strong relationship is less about networking and more about showing up in a way that reflects your genuine academic interests.
One of the most effective ways to do this is by showing up to class consistently and engaging with the material. Professors notice patterns over time. They see who comes prepared, who participates, and who is making an effort to understand the content. Students who complete the readings, review their notes, and ask clear, thoughtful questions stand out naturally. Just as important are the students who are willing to try, even when they’re unsure. Effort and engagement are often far more memorable than perfection.
Another way to build meaningful connections is by asking better questions. Instead of attending office hours just to check a box, arrive with something specific you’re trying to understand. That might mean asking how a concept applies in a clinical setting or requesting clarification on a topic that genuinely confused you in lecture. When your questions are rooted in real curiosity, conversations tend to feel more natural and productive.
It can also be helpful to connect what you’re learning to your long-term goals. Professors often appreciate when students are thinking ahead and trying to apply course material to real-world contexts. For example, a student once asked how a topic from an anatomy and physiology course might apply to pediatric dysphagia, even though that specific population wasn’t covered in the class. She shared that she was interested in working with infants, possibly in a NICU setting, and wanted to better understand swallowing disorders in that population. That question demonstrated engagement, critical thinking, and a clear sense of direction, and it opened the door to a more meaningful conversation.
Finally, one of the most overlooked steps is simply following up. If a professor offers advice, recommends a resource, or helps clarify something, taking a moment to acknowledge that support can leave a lasting impression. It doesn’t need to be long or overly formal, just a genuine 'thank you.'
So if hearing 'get to know your professors' filled you with anxiety, hopefully reading this has put you at ease. You don’t need to force connections or act in ways that feel unnatural. When you focus on being curious, consistent, and engaged, relationships with professors tend to develop on their own. And those are the kinds of connections that truly support your academic and professional growth.
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