Introduction: Research and teaching are the most important duties of the faculty members in the universities. On the other hand, there are still discrepancies regarding the relationship between the teaching activities of the faculty members and their research activities. Therefore, unravelling the exact association between these two is of a great importance. The present study aims at investigating the effect of the research activities by dentistry faculty members of Tabriz Medical Sciences University on their teaching activities from their own perspectives. Materials and Methods:The present study was conducted in two parts. At first, a reliable and valid questionnaire was prepared for assessing the perspectives of the dentistry professors in Medical Sciences University, Tabriz Branch, in such a way that, following the designing of the questionnaire, its face and content validities were quantified using impact factor, ratio and content validity index, respectively. The questionnaire’s reliability was examined based on Cronbach’s Alpha method as well as the test-retest correlation coefficient subsequent to the completion of the questionnaires by 40 of the dentistry faculty members within a two-week interval.Then, the professors were administered with the valid and reliable questionnaires following the collection of which, the answers were subjected to statistical investigation and analysis. The extracted data were analyzed in SPSS and a P-value below 0.05 was set as the significance level.Findings:The results obtained from the present study indicated that there is a positive correlation between the teaching and research activities of dentistry faculty members of Tabriz Medical Sciences University. It was also figured out that the faculty members’ research activities account for 8% of their teaching activities’ variations. Conclusion:Although the results of the present study were reflective of the idea that the research activities of the dentistry faculty members from Tabriz Medical Sciences University positively influence their teaching activities, it is not found much of a strong effect. It is evident that the recognition of the existent barriers in this regard enables the enhancement of the research-teaching interrelationships thereby to pave the way for a practically better use of research findings in teaching processes.
