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Background & Objective: Professional ethics is a process that guarantees students’ individual and group welfare maintenance, the violation of which damages students’ learning. Therefore, the present study aimed to evaluate the relationship between professional ethics, communication skills and job performance of clinical teachers at Lorestan University of Medical Sciences.
Materials & Methods: This descriptive, cross-sectional study was performed on all clinical teachers in the school of medicine, Lorestan University of Medical Sciences, selected by census sampling. Data were collected using David Musick’s 26-item instrument, which included professional ethics and communication skills, along with the Paterson Job Performance Questionnaire. Data analysis was performed in SPSS version 22 using descriptive statistics, Pearson’s correlation coefficient and independent t-test.
Results: In this study, 115 out of 176 teachers completed the tools. In terms of age, 64.3% of the subjects were male. Moreover, the mean age of the participants was reported to be 41.78±6.33 years. The results were indicative of a significant relationship only between communication skills and variables of age, being a faculty member and work experience. In addition, there was a positive and direct association between adherence to professional ethics and communication skills, and between the two components and job performance.
Conclusion: Given the direct relationship between professional ethics and communication skills with job performance, it could be concluded that the improvement of the professional ethics of teachers will increase their job performance.

Keywords: Professional ethics, job performance, communication skills

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