This study aimed to identify the dimensions, components, and indicators of systematic mentoring for the professional development of faculty members at Shahid Beheshti University of Medical Sciences. This research employed an exploratory mixed-methods design. In the qualitative phase, grounded theory was used to collect data through semi-structured interviews with 10 experts, including experienced faculty members and educational managers. Data were analyzed using open, axial, and selective coding. In the quantitative phase, the target population included 1,530 faculty members, from which 307 participants were selected through stratified random sampling. Data collection tools consisted of a researcher-made systematic mentoring questionnaire (75 items, 6 dimensions, 12 components) and the NOVA professional development questionnaire. Validity was assessed through confirmatory factor analysis, and reliability through Cronbach’s alpha values above 0.7. The results identified six main dimensions of systematic mentoring: process structuring, implementation quality, program framework, factors influencing success or failure, reciprocal roles and responsibilities, and implementation requirements. Standardized loadings ranged from 0.72 to 0.94, with all t-values exceeding 10, confirming the significance and strong fit of the model. The “process structuring” dimension had the highest factor loading, while “reciprocal roles and responsibilities” had the lowest but remained significant within the model. Systematic mentoring, supported by structured processes, continuous evaluation, reciprocal interactions, and institutional requirements, plays a crucial role in enhancing faculty professional development. The identified model facilitates improved teaching quality, research productivity, professional skills, innovation, and overall academic performance within the university.