Harmonizing the Tripartite Mission in Academic Family Medicine: A Longitudinal Case Example

Area of Science:

• Academic Medicine
• Health Professions Education
• Health Systems Science

Background:

• Academic departments traditionally balance care, education, and research, often perceived as competing priorities.
• A siloed approach hinders innovation and the development of learning health systems.
• Faculty experience the tripartite mission as fragmented, impacting job satisfaction and productivity.

Purpose of the Study:

• To present a longitudinal case example of harmonizing the tripartite mission in a family medicine department.
• To demonstrate how harmonizing missions can create value for patients, learners, and faculty.
• To illustrate a feasible strategy for integrating academic missions and enhancing faculty well-being.

Main Methods:

• Employed complex adaptive systems leadership concepts: a "good enough" vision, frequent interactions, and simple rules.
• Implemented a harmonized approach where no single mission subordinates the others.
• Focused on fostering mutually beneficial interactions between missions and people within the department.

Main Results:

• Harmonizing missions led to a coherent faculty job experience where each mission informed and strengthened the others.
• The integrated approach created value for patients, learners, and faculty.
• Faculty experienced improved well-being through a more integrated and less competitive mission structure.

Conclusions:

• Harmonizing academic missions is a feasible operating method for complex adaptive systems like academic departments.
• This strategy builds a foundation for effective learning health systems.
• Integrating academic missions can significantly improve faculty well-being and job satisfaction.