Background and Objective: The present study aimed to design and validate a professional development model for clinical faculty members with a scientific authority approach at Mashhad University of Medical Sciences in order to provide a scientific, practical, and indigenous framework for promoting the scientific authority of clinical professors by combining qualitative and quantitative results.

Methodology: The research method is qualitative and the research strategy is content analysis. The sampling method is purposive. The participants included 9 medical science managers who have at least 10 years of managerial experience. Also, 3 university professors whose academic orientation is educational management with the rank of assistant professor or higher and teaching experience of 10 years or more. The research tool in the qualitative part was interviews and in the quantitative part, a researcher-made questionnaire

Results: The research findings include six categories: educational, research, clinical, organizational, and social ethical professional development, as well as 16 components: use of modern educational technologies, educational evaluation, coaching and guidance, medical pedagogy, advanced research skills, scientific publication and citations, research collaborations, up-to-date clinical knowledge and skills, experiential and practical learning, collaborative learning, leadership and management, scientific communication and diplomacy, professional ethics, social responsibility, improving individual performance, improving organizational performance, and outcomes.

Conclusion: The professional development of clinical faculty members is a network of interaction between knowledge, ethics, experience, and organizational policies that can only be effective with a systemic approach and strategic planning.