Abstract：
Academic practices and departments are defined by a tripartite mission of care, education, and research, conceived as being mutually reinforcing. But in practice, academic faculty have often experienced these 3 missions as competing rather than complementary priorities. This siloed approach has interfered with innovation as a learning health system in which the tripartite missions reinforce each other in practical ways. This paper presents a longitudinal case example of harmonizing academic missions in a large family medicine department so that missions and people interact in mutually beneficial ways to create value for patients, learners, and faculty. We describe specific experiences, implementation, and examples of harmonizing missions as a feasible strategy and culture. \"Harmonized\" means that no one mission subordinates or drives out the others; each mission informs and strengthens the others (quickly in practice) while faculty experience the triparate mission as a coherent whole faculty job. Because an academic department is a complex system of work and relationships, concepts for leading a complex adaptive system were employed: (1) a \"good enough\" vision, (2) frequent and productive interactions, and (3) a few simple rules. These helped people harmonize their work without telling them exactly what to do, when, and how. Our goal here is to highlight concrete examples of harmonizing missions as a feasible operating method, suggesting ways it builds a foundation for a learning health system and potentially improving faculty well-being.
摘要：
学术实践和部门由三方护理任务定义，教育,和研究，被认为是相辅相成的。但在实践中,学术教师经常经历这三个任务作为竞争而不是互补的优先事项。这种孤立的方法干扰了作为学习卫生系统的创新，在该系统中，三方任务以实际方式相互加强。本文介绍了一个纵向案例，在一个大型家庭医学部协调学术任务，以便任务和人员以互利的方式互动，为患者创造价值，学习者,和教员。我们描述了具体的经验，实施，以及协调任务作为可行战略和文化的例子。“协调”意味着没有一个任务服从或驱逐其他人;每个任务通知和加强其他人（在实践中迅速），而教师体验三方任务作为一个连贯的整个教师工作。因为学术部门是一个复杂的工作和关系系统，采用了领导复杂自适应系统的概念：(1)“足够好”的愿景，(2)频繁和富有成效的互动，和（3）一些简单的规则。这些帮助人们协调他们的工作，而不告诉他们该做什么，when,以及如何。我们在这里的目标是强调协调任务的具体例子，作为一种可行的操作方法，提出了它为学习卫生系统和潜在改善教师福祉奠定基础的方法。
