From the University of Minnesota, Department of Family Medicine and Community Health, Minneapolis, MN (JMB, CP, JTP, PA, SP, DF, DW, JB, KAL, MLA, AB).
J Am Board Fam Med. 2021 Sep-Oct;34(5):1055-1065. doi: 10.3122/jabfm.2021.05.210035.
The Department of Family Medicine and Community Health at the University of Minnesota engaged in a 5-year transformation to expand research and scholarship opportunities to all faculty. A harmonization framework was used to integrate the 3 missions of clinical care, education, and research to ensure that research and scholarship were an ongoing focus of the department.
The key elements of our transformation included as follows: (1) a general culture of inquiry, (2) harmonized leadership, (3) training and mentoring, and (4) infrastructure and resources. Components of each of these elements were intentionally instituted simultaneously and iteratively across the 5 years to provide robust and sustainable research and scholarship opportunities for all faculty.
Outputs and outcomes of the harmonized transformation indicated that clinical and research faculty publications increased, and the percentage of clinical faculty trained in research and scholarship skills increased across the 5 years.
Important lessons learned during the harmonized transformation included the following: (1) key elements of the transformation need to be balanced as an ensemble, (2) cultural and organizational shifts take concerted effort and time, (3) embrace iteration: allow "bumps in the road" to propel the work forward, (4) transformation is financially feasible, (5) career research faculty can mutually benefit from clinical faculty engaging in scholarship, and (6) honor skepticism or disinterest and let people cultivate enthusiasm for research and scholarship rather than being forced.
明尼苏达大学家庭医学与社区健康系进行了为期 5 年的转型，旨在为所有教师提供更多的研究和学术机会。我们采用了协调框架来整合临床护理、教育和研究这三个使命，以确保研究和学术始终是该系的重点。
我们转型的关键要素包括：（1）普遍的探究文化；（2）协调一致的领导力；（3）培训和指导；（4）基础设施和资源。这四个要素的组成部分在 5 年内同时且迭代地实施，为所有教师提供了强大而可持续的研究和学术机会。
协调转型的产出和结果表明，临床和研究教师的出版物增加，临床教师接受研究和学术技能培训的比例在 5 年内也有所增加。
在协调转型过程中，我们学到了以下重要经验：（1）转型的关键要素需要作为一个整体平衡；（2）文化和组织变革需要协同努力和时间；（3）接受迭代：让“道路上的颠簸”推动工作前进；（4）转型在财务上是可行的；（5）职业研究教师可以从临床教师参与学术研究中受益；（6）尊重怀疑或不感兴趣，并让人们培养对研究和学术的热情，而不是被迫接受。
