Identification and Ranking of the Dimensions of Instructor's Interaction in the Medical Theoretical Curriculum

According to professor's role in transforming features of professionalism in theoretical - period curriculum, the present article studied the identification and ranking of the dimensions of professor's interaction in the theoretical curriculum from the perspective of the medical sciences students in the faculty of medical sciences at Shahed University. The method was descriptive, survey type. The Surveying population was all the stagers and interns of Shahed University, in the academic year 1391-92 (N=175), out of which, and with recourse to Krjsy and Morgan table, 123 sample were selected. The research instrument was researcher-make questionnaire estimating the dimensions of professor's interactions and had essential reliability and validity. Data was analyzed with the help of descriptive statistics measure and also tests such as, One- sample t test, Independent- sample t test, analysis of variance (ANOVA) and Friedman test. The above- middle average of professor's interactional dimensions with patients, with colleague, with people and with himself was significant. The average of professor's interaction with students was less than the assumed amount and not significant. Based on the Inferential test, the average ranking of professor's interpersonal interaction dimensions included: interactions with 1) patient, 2) students, 3) himself, 4) people and finally 5) with the colleague. The improvement of less-emphasized interpersonal interactions such as the improvement of interactions with colleagues, people and himself for transforming features of professionalism in student's theoretical-period curriculum is required.