This paper takes the evolution of mentor responsibilities as the logical starting point, revealing the essential connotation inherent in the supervisor-student relationship against the backdrop of the core educational philosophy of "Fostering Virtue Through Education". Focusing on the specific educational context of medical universities, the paper conducts a meticulous sorting out of the current social perception of the supervisor-student relationship among postgraduate students through a combination of literature research, purposive sampling, and semi-structured interviews.It further explores the profound issues within the interactions between supervisors and students, identifying key bottlenecks such as obstructed communication channels, insufficient guidance effectiveness, distorted role perceptions, and weak emotional bonds. The paper proposes pathways to build an ideal supervisor-student relationship from the dimensions of improving the supervisor selection and training mechanism, optimizing the postgraduate training plan, and constructing diversified communication platforms.By deeply analyzing the core elements of a "Community of Co-development for Both Teachers and Students", the paper emphasizes its pivotal role in consolidating teacher-student solidarity, stimulating innovation vitality, and enhancing educational efficiency. It is concluded that clarifying the mechanism of multi-party collaboration and fostering identity recognition within the community are effective measures to improve the supervisor-student relationship. This holds practical significance for implementing the fundamental task of Fostering Virtue Through Education in the new era, promoting the connotative development of postgraduate education, and enhancing training quality.