Patient Care Duties Research Articles

Trial by fire: The qualitative essence of interns’ baptism into medical responsibility

BACKGROUND: The transition from medical student to intern represents a challenging period of professional and personal development. This study aimed to explore junior doctors’ experiences navigating this critical passage. MATERIALS AND METHODS: An exploratory qualitative study was conducted on a junior intern doctor working in a tertiary care hospital, in Gujarat. About 40 junior doctors participated in semi-structured interviews reflecting on their internship transition. Data were analyzed using thematic analysis. RESULTS: Perceived deficits in preparedness for clinical work and emotional readiness were a major theme. Interns felt underprepared in skills like clinical reasoning and procedures. The abrupt onset of patient care responsibility provoked anxiety and eroded confidence. Difficulty adapting to workplace culture and hierarchies was another challenge. Long work hours, unfamiliar team dynamics, and new professional relationships were demanding. The intensity of workload and patient care duties provoked overwhelming stress, fatigue, and burnout risk during the junior doctor transition. Peer support and mentoring facilitated adaptation. Enhanced undergraduate training in practical skills and professional competencies was advised to improve preparedness. CONCLUSION: Junior doctors face major challenges to their well-being, confidence, and competence as they transition into clinical practice. Support structures to ease this demanding passage of professional development are needed. Medical schools must strengthen curricula to address preparedness gaps. Improved onboarding and supervised orientation may also benefit new interns. Facilitating an optimal student-to-doctor transition has important implications for physician training, satisfaction, and retention.

Respectful Maternity Care: A Holistic approach in Promoting Positive Birth Experience

In recent years, the relevance of ethical, psychological, social, and cultural elements of birthing across many groups has led to the promotion of respectful maternity care (RMC). Although the concept of respectful maternity care is to promote woman-centered care, respecting women's beliefs, autonomy, dignity, and preferences to reserve their right to have a companion during childbirth. RMC is a fundamental right of all women. Disrespect and abuse (D&A) are violations of fundamental ethical standards, human rights, and fundamental patient care duties. Intrapartum respectful maternity care can affect the mother’s experiences of childbirth. This article is aimed to determine the status of respectful maternity care and its relationship with childbirth experience among Indian women.

Clinical Pharmacy Faculty Provision of Direct Patient Care, Challenges, and Opportunities.

The quadripartite mission of clinical track faculty members involves research, teaching, services, and direct patient care. However, the extent of faculty involvement in direct patient care remains a challenge. Thus, the study's objective is to evaluate the effort spent on direct patient care by clinical faculty of pharmacy schools in Saudi Arabia (S.A.) and identify factors that hinder or facilitate providing direct patient care services. This multi-institutional, cross-sectional questionnaire study conducted between July 2021 and March 2022 involved several pharmacy schools' clinical pharmacy faculty members in S.A. The primary outcome was the percentage of time/effort spent on patient care services and other academic responsibilities. The secondary outcomes were the factors affecting the effort spent on direct patient care and the barriers preventing the provision of clinical services. A total of 44 faculty members took the survey. The percentage of effort spent on clinical education was highest at a median (IQR) of 37.5 (30, 50), followed by that spent on patient care [19 (10, 28.75)]. The percentages of effort spent on education and the length of academic experience were negatively associated with efforts spent on direct patient care. The most commonly reported barrier affecting fulfilling patient care duties was the lack of a clear practice policy (68%). Although most clinical pharmacy faculty members were involved in direct patient care, half of them devoted only 20% or less of their time to it. An effective effort allocation for clinical faculty duties will require the development of a clinical faculty workload model that sets realistic expectations about the time spent on clinical and non-clinical duties.

1891. Repeated Assessment of SARS-CoV-2 Seroprevalence among Health Care Workers Early in the Pandemic: Relationship to Workplace Exposures

Abstract Background Early in the pandemic, heath care workers (HCWs) were deemed to be at high risk of acquiring SARS-CoV-2 from their patients and distanced themselves from their families. This study aimed to estimate the seropositivity of a cohort of healthcare over time while also looking for associations between seroconversion and hospital and community SARS CoV-2 exposures. Methods This is a prospective cohort study of HCWs from patient care (PC) and non-patient care (NPC) areas conducted from April 2020 through Dec 2020 at Hurley Medical Center in Flint, Michigan (MI). The first case of SARS-CoV-2 was diagnosed in MI on 3/10/2020. In early April 2020, HCWs underwent serum testing for total SARS-CoV-2 anti-spike protein antibody and completed a questionnaire to collect data on demographics, travel, job characteristics, in and out of hospital SARS-CoV-2 exposures, and use of personal protective equipment (PPE). The serum testing and survey were offered to the same HCWs in late May 2020 and again in December 2020. Statistical analysis such as Fisher's exact test and Student's t-test were used to determine if there was an association with SARS-CoV-2 antibody status for categorical and continuous variables, respectively. Results At baseline, 20/192 (10.4%) of HCWs were seropositive for SARS-CoV-2 total antibody with 9/20 (45%) providing PC. Job title was known for all participants however, initial survey completion was 79.6%. Eight weeks later, 13/131 (9.9%) were positive of which 5/13 (38.4%) were new seroconversions, 2/5 (40%) in PC. Eight months after the initial draw, 16/120 (13.3%) were positive with 13/16 (81.3%) new, 7/13 in PC (54%). The number of HCWs who tested positive at any time during the study was 38/192 (19.8%). No significant associations were found between seroconversion and taking care of COVID patients, any direct patient care duties, or other variables collected at the two-sided threshold of 0.05. Conclusion No association in this small study was found between PC and SARS-CoV-2 antibody seroconversion. HCWs in NPC areas were as likely to test positive as those in PC likely reflecting community prevalence. Universal masking at the medical center and use of full PPE to care for probable and confirmed COVID patients likely prevented higher rates of PC acquisition. Disclosures All Authors: No reported disclosures.

Implementation of a Customized Team Coaching Approach to Fuel Interprofessional Practices: BOOST.

Purpose: Death by medical errors is so pervasive that it seldom makes headlines; in 2019, 173,040 deaths were attributed to medical errors—one of the top causes of death in the United States. Competent interprofessional collaboration is essential for improving quality and mitigating medical errors 1,2; yet, promoting collaborative practices at the organization level is not commonplace. 3,4 Barriers to implementing impactful IPE in the workplace range from a lack of shared mental models across professions to the logistical challenges of bringing multiple professions together to learn with, from and about each other. Approach: We developed a customized interprofessional program (BOOST: Building Optimal Outcomes by Strengthening Team Trust) using a team coaching approach to address the needs of teams and their members. BOOST promotes the development of high-impact teams that are high-functioning (internal dynamics), high-performing (output), and positively influence the larger systems. BOOST fosters the development of trust within teams to transform how team members interact and contribute to their shared goals. We implemented BOOST as proof of concept in a surgical team involving 2 professions. We gathered data about team interactions through focus groups and used that information to customize a curriculum that targeted relationship challenges present among these professions. We further modified the curriculum and enhanced our ability to capture the teams’ current and desired states by using a unique team assessment tool, High-Impact Engagement. 5 This tool captures perceptions about various aspects of team functioning and team interactions at the individual and team levels, as well as stakeholders providing narrative comments about the team’s performance through multisource feedback. Team coaching involves helping teams understand the motivation behind their actions and guiding them to collaboratively identify goals to move the team toward higher-impact states. At the core of this process is working with entire teams through coach-led sessions. The specific number of sessions/format depends on the needs/constraints of the teams. We offer BOOST to clinical teams across our organization that may be experiencing problems or that wish to improve their collaborative practices. Outcomes: We implemented BOOST in 3 different clinical settings with different team compositions and distinct team challenges (N = 64). Overall, teams were satisfied with the experience. We collected survey data, self-reflections, action plans, and observations of the coaching process. Our findings highlight 3 important areas within the work context. We observed that team interactions and discussions were most meaningful and successful when we were able to coach an entire team. Using team-based data resulted in team buy-in and full engagement in the coaching process. Having teams create mutually agreed-upon action plans facilitated adherence to action plans. Meaningful team interactions likely resulted from giving everyone a voice in the process of identifying challenges and potential solutions. Using team data likely contributed to team buy-in and active engagement, leading to their ability to focus on real issues and yield relevant and effective team conversations about requisite change. After teams completed their training and returned to their routine work, the agreed-upon action plans served as tangible reminders of their shared plans for improvement. A substantial limitation relates to the time and resources required to execute the program, from administering the survey instruments to training the coaches. Perhaps the biggest challenge is releasing clinical teams from patient-care duties, which requires leadership buy-in and commitment to improving interprofessional practices. Additionally, the self-selection of teams can potentially lead to favorable perceptions about the program. Significance: Building on initial successes, our next steps include measuring the impact of the program and identifying strategies for scalability. We have found that BOOST has helped teams address their most pressing team-related challenges and has enabled team members to engage in mutual learning and build trusting relationships.

Pharmacist and Pharmacy Technician Attitudes and Experiences with Technician-Administered Immunizations.

In response to the increased demand for healthcare services during the COVID-19 pandemic, the Public Readiness and Emergency Preparedness (PREP) Act amendments and guidance authorized pharmacy technicians, who are not otherwise authorized in their state, to administer the Advisory Committee on Immunization Practices (ACIP)-recommended immunizations and COVID-19 vaccines under pharmacist order. Subsequently, many pharmacies nationwide have expanded technician duties to include immunization administration. The primary objective of this study was to evaluate and compare the attitudes and experiences associated with technician-administered immunizations among community pharmacists and technicians. The cross-sectional study evaluated the primary endpoint through the completion of anonymous surveys containing peer-reviewed questionnaires. Pharmacy technicians and their supervising pharmacists were selected to complete the survey at a grocery chain’s pharmacies located in five states across the Northeast if they completed the immunization program and administered at least one immunization. Surveys were drafted using Microsoft Forms and results were analyzed using Microsoft Excel. Chi-squared tests were utilized for comparing categorical variables between groups. A total of 268 survey responses were obtained; 171 responses came from pharmacists and 97 responses came from immunization-certified technicians. Most pharmacists and pharmacy technicians responded that technicians could safely administer vaccines (87.1% and 96.9%, respectively) and competently process and bill vaccine services (90.6% and 99.0%, respectively). In addition, both participant populations responded that technician-administered vaccines improved the workflow of vaccine services (76.6% and 82.5%, respectively) without increasing the likelihood of vaccine errors (56.1% and 78.3%, respectively). When compared with technicians, fewer pharmacists were confident in a technician’s ability to competently prepare vaccines (63.7% vs. 91.8%; p < 0.001). A statistically significant association was observed between responses regarding an efficient process for immunizing patients and the likelihood of technician vaccination errors (χ2 = 14.36; p < 0.01). Pharmacists and pharmacy technicians responded that technicians competently administer immunizations and should participate in more patient-care duties. Multiple states are enacting legislation to include technician vaccine administration as a permanent component of their scope of practice.

Implementation of electronic messaging protocol for pediatric urology preoperative scheduling: A pilot study

Preparing patients for surgery is a task healthcare organizations strive to optimize. Electronic messaging (EM) provides an opportunity for streamlining components of this arduous process. Our study aims to evaluate our early experience in utilizing EM to provide preoperative information to pediatric urology patients. To assess the effectiveness of EM in preparing patients for pediatric urologic surgery. This study compared a 6-week pilot program of EM (Figure1) with traditional nurse phone calls (NPC) in preoperative instruction of pediatric urology patients. The same preoperative instructional information was provided via either source. Data collected included time and resources used by the healthcare system and patient/parent satisfaction. The EM group included 98 patients, while the NPC group included 212 patients. Case cancellation rate between the two cohorts was similar, with a 6.67% cancellation rate in the EM cohort and a 10.55% cancellation rate in the NPC cohort (z=-1.137, p=0.25). There were 4EM-related operating room delays with an average case delay of 31.5min (5-60min). Twenty-four (24%) EM patients/families required secondary phone calls, while 106 (50%) NPC required a follow up phone call (p<0.01). 94% of EM participants recommended EM for future perioperative instructions. Accounting for the average case volume within our entire children's hospital, the average total daily cost for EM is $5.96/day, as compared to an average total cost of $87.78/day to perform NPC. This represents an estimated cost savings of $81.82 per day or $21,273.20 per year, based upon average total case volume at our institution. In our initial experience, EM effectively communicates the necessary preoperative information to patients and/or families undergoing pediatric urology surgery. Our results demonstrate low case cancellation and delay rates and high patient/family satisfaction. Also demonstrated was the cost savings by replacing the NPC with EM. A great benefit of EM was the increased time it provided for nurses to perform other patient care duties, which is important given our current nationwide nursing shortage. Limitations of the study included a narrow scope assessing only pediatric urology patients as well as a short study period. Further studies will further define and refine the role of perioperative EM. Changing to an EM system for preoperative instructions in the pediatric urology population met with a high degree of patient satisfaction and decreased costs for healthcare systems without increasing case delay or cancellation rates.

Experiential Learning in Clinical Education Guided by the Kolb’s Experiential Learning Theory

In clinical education, experiential learning can be an important component of the instructional process. We know that in medical college hospitals, learning that takes place at patient’s bed side or in wards is totally different from learning that takes place in the classroom. Each patient encounter is a new learning experience where new information is internalized and applied in the context of previous knowledge and experience. This emphasizes the importance of experiential learning where medical students should have the opportunity to effectively and efficiently internalize, process, and apply new information. However, a major global challenge for the clinical education is the workload placed on the clinical teachers, who struggle to divide time between clinical, teaching, administrative, and other duties. Experiential learning helps to form an integrated approach to clinical teaching that simplifies the relationship between a physician’s clinical and educational duties and erase the distinction between teaching and patient care duties; the students are also benefited. Kolb proposed experiential learning theory, a four-stage cyclical model of knowledge development that combined individuals’ conscious recognition and transformation of experience, which was first published in 1984.Experiential learning can be applied throughout the medical educational environment by institutional development programmes, including longitudinal outcome assessment, curriculum development, student development, and faculty development. The use of experiential learning, where students are purposefully engaged in direct experience with an emphasis on reflection, increases the ability of students to develop clinical skills and competences during their clinical phase of medical education. This review paper aims to discuss how experiential learning can be integrated in clinical education.International Journal of Human and Health Sciences Vol. 06 No. 02 April’22 Page: 155-160

Enhanced Skills Lead to Improved Patient, Nurse Satisfaction

Enhanced Skills Lead to Improved Patient, Nurse Satisfaction

Improving Interprofessional Communication Skills for Senior Medical Students Pursuing Pediatrics.

The importance of interprofessional collaboration (IPC) has been highlighted extensively1–2 and residency program directors cite that communicating effectively with nurses is one of the most important skills for new interns.3 However, IPC skills are not often formally taught or assessed at the undergraduate medical education level. New interns are expected to assume patient care duties on day 1 of residency; thus, this lack of IPC teaching and assessment is a key gap in undergraduate medical education.

Does Burnout Exist in Academic Oral and Maxillofacial Surgery in the United States?

Information regarding burnout in academic oral and maxillofacial surgeons (OMSs) in the United States (US) does not exist. The purpose of this project was to answer the following question: "Does burnout exist in academic OMSs in the United States?" A 15-question anonymous survey was created based on Expanded Physician Well-Being Index (WBI, MedEd Web Solutions). The survey was sent electronically to fellows of the American Academy of Craniomaxillofacial Surgeons (AACMS) consisting of demographics, professional obligations, wellness indicators (burnout, emotional hardening, depression, anxiety, fatigue, overwhelmed), and overall quality-of-life statements. Responses were quantified according to a scaled scoring system specific for WBI. Multivariable logistic regression was then used to create a predictive model of being "at risk" of burnout. Surveys were sent to 180 active AACMS fellows; 110 completed the questionnaire (61.1%). One hundred eight active fellows met inclusion criteria. Majority were males between the ages of 41 and 50. About a quarter spent more than 20 years in an academic setting. Activities concentrated on patient care, teaching, and/or administrative duties. More than half of respondents felt emotionally hardened, anxious/irritable, and/or overwhelmed. About a third had adequate time for personal and family life. Most felt that their work was meaningful. Using WBI, the average score was 2.21, meaning that as a whole oral-maxillofacial surgery academicians are not considered at risk for burnout. Risk factors for burnout were age >40 years old, female gender, patient care more than 55 hours per week, call more than 10 times per month, and majority of time spent on teaching responsibilities. According to WBI, OMSs as a group are not at risk for burnout. Certain traits (age, gender, more than 55 weekly hours and/or more than 10 call shifts per month, high percentage of time teaching responsibilities) are at higher risk for burnout.

Becoming a Community-Based Physician Researcher.

Years ago, as a contented community family physician practicing with 4 physician colleagues, I focused on applying medical knowledge to help patients. After a young patient’s death from smoking I became interested in improving our strategy for helping smokers quit. A researcher offered us the opportunity to test a cessation intervention that had been successful in an academic setting. I was concerned that this study would interfere with my patient care duties until I visited a practitioner researcher in Wales. I was inspired and worked with a research professional to build colleague support and carry out this project. After this gratifying experience I had similar experiences working with other research teams. As an ordinary practitioner I had expanded my role to become significantly involved in research. In this role I was working with a team to improve patient care. It was a fundamental change that brought me great satisfaction.

Heroes or cowards: healthcare workers' autonomy right versus patient care duties during the COVID-19 pandemic.

The article's abstract is not available.

Is basic science falling behind? A mixed methods study of bibliometric data and expert interviews in the field of cardiovascular research

Abstract Introduction Scientists in the field of cardiovascular research face many difficulties today and find themselves under considerable pressure to be successful with their projects and publish their results on a regular basis (the publish or perish aphorism). Purpose The objective of this mixed methods study that included quantitative and qualitative research methods was to analyse prospects of scientific success and how scientists see opportunities, risks and how they try to adapt to the current publication system. Methods An analysis of all publications that were published by our department in the years 2014–2019 (total of 104 publications) was performed. Publications were allocated to the sub-categories basic science, clinical science, register studies/database studies and others (letters, reviews, editorials). Further specific characteristics (impact factor, number of authors/institutions, utilization of an animal model and project costs) were also collected. Furthermore, a total of 14 interviews with experts in the field of cardiovascular research were conducted. Interviews were recorded and transcribed. For quantitative text analysis MaxQDA software and the method proposed by Philipp Mayring was used. Results When analysing the publication output of our department we found that achieved impact factors points were equally distributed between basic science, clinical science and register/database studies. Project costs were considerable higher for basic science studies compared to clinical studies and even more to register/database studies (p=0.0001). A correlation between costs and impact factor was found for basic science studies only (r=0.66, p=0.004). A multivariable regression analysis showed that project costs, number of authors and the use of an animal model, but not the number of institutions, was associated with a higher impact factor. Experts in the field shared the opinion that it might be “easier” to be successful with clinical science studies as they require less resources such as grant money, personnel and technical equipment. Moreover, upcoming risks such as competition for grant money, pressure to publish results, inadequacy of the impact factor system, securing ones job, rising publication costs and more pressure of time due to patient care, research and teaching duties for academic personnel were also highlighted to worsen the situation. Conclusion Based on own data and the views of experts it seems much more effort- and cost-efficient to pursue projects in clinical science. Researchers in the current academic system are pressured by multiple risks. After interpretation of the obtained quantitative and qualitative material, one could hypothesize that it might be easier to be successful with focussing on clinical studies when starting ones research career. These data give support to the concerns that the field of basic science might fall behind and less young scientists would opt for a career path in this field. Funding Acknowledgement Type of funding source: None

Risk Factors for Severe Acute Respiratory Syndrome Coronavirus 2 Infection in Hospital Workers: Results From a Screening Study in New Jersey, United States in Spring 2020.

BackgroundSevere acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection is a critical concern among healthcare workers (HCWs). Other studies have assessed SARS-CoV-2 virus and antibodies in HCWs, with disparate findings regarding risk based on role and demographics.MethodsWe screened 3904 employees and clinicians for SARS-CoV-2 virus positivity and serum immunoglobulin (Ig)G at a major New Jersey hospital from April 28 to June 30, 2020. We assessed positive tests in relation to demographic and occupational characteristics and prior coronavirus disease 2019 symptoms using multivariable logistic regression models.ResultsThirteen participants (0.3%) tested positive for virus and 374 (9.6%) tested positive for IgG (total positive: 381 [9.8%]). Compared with participants with no patient care duties, the odds of positive testing (virus or antibodies) were higher for those with direct patient contact: below-median patient contact, adjusted odds ratio (aOR) = 1.71 and 95% confidence interval [CI] = 1.18–2.48; above-median patient contact, aOR = 1.98 and 95% CI = 1.35–2.91. The proportion of participants testing positive was highest for phlebotomists (23.9%), maintenance/housekeeping (17.3%), dining/food services (16.9%), and interpersonal/support roles (13.7%) despite lower levels of direct patient care duties. Positivity rates were lower among doctors (7.2%) and nurses (9.1%), roles with fewer underrepresented minorities. After adjusting for job role and patient care responsibilities and other factors, Black and Latinx workers had 2-fold increased odds of a positive test compared with white workers. Loss of smell, taste, and fever were associated with positive testing.ConclusionsThe HCW categories at highest risk for SARS-CoV-2 infection include support staff and underrepresented minorities with and without patient care responsibilities. Future work is needed to examine potential sources of community and nosocomial exposure among these understudied HCWs.

Family Medicine Faculty Time Allocation and Burnout: A Residency Research Network of Texas Study

Burnout among graduate medical education (GME) faculty is a well-documented phenomenon, but few studies have explored the relationship between faculty time allocation and burnout. Our objectives were to (1) characterize time allocation of academic family physicians, (2) measure the difference between actual versus preferred time spent on various tasks, and (3) examine this difference in relation to burnout. From January to March 2017, family medicine GME faculty across Texas completed anonymous online surveys for burnout (Maslach Burnout Inventory) and occupational stress (Primary Care Provider Stress Checklist). They also reported the percentage of time they actually versus prefer to allocate across 5 categories of tasks: direct patient care, nondirect clinical duties, teaching, administration, and research. Difference scores between actual and preferred time allocation were calculated and correlated with burnout and stress scores. Of the faculty physicians surveyed, 53% provided complete responses (103 of 195). On average they engaged in their preferred amount of time on direct patient care (30% of their time) and administrative duties (15%). Meanwhile, faculty preferred to increase time spent teaching (37% to 41%, P = .002) and conducting research (4% to 7%, P ≤ .001), while reducing time spent on nondirect clinical duties (14% to 7%, P < .001). Those with higher misalignment in their weekly schedules reported higher levels of professional burnout and occupational stress. Many family medicine GME faculty spent 20% or more of their time in a manner incongruent with their preferences, which may place them at higher risk for burnout and occupational stress.

Effect of Nonvisit Care on Resident Workload in a Family Medicine Residency.

Primary care physicians can spend 24% of their ambulatory care work day on patient care duties outside the office visit (ie, nonvisit care [NVC]). Resident work hours must be performed within duty hour restrictions defined by the Accreditation Council for Graduate Medical Education, making it crucial for program directors to understand how much time residents spend on NVC tasks. Little information is available on resident work hours dedicated to NVC generated in the continuity clinic. We designed this study to look at an objective measure of the time family medicine residents spend on NVC. We collected and categorized from the electronic health record the NVC events completed by 22 family medicine residents in a rural residency training clinic over a 9-month period. With the use of an institutional time study performed in 2014, we identified the average amount of time required to complete a single event in each category of NVC. Residents spent a mean of 13.6 hours per month completing NVC, which was equivalent to 127.3 minutes of NVC per 100 empaneled patients per month for each resident. This study quantified the amount of time residents spend on NVC, allowing program directors to plan curriculum so that residents can keep their work time within duty hour requirements.

Coronavirus Disease 2019: In-Home Isolation Room Construction.

Patient care duties will expose health care workers to severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). Many are concerned about subsequent household exposure to their families, particularly those family members with high risk of complications or mortality, potentiating additional community spread. Herein is described a temporary isolation room that can be created within a home, thereby decreasing bioburden exposure to family members. The design is simple, expedient, and can be built with locally sourced inexpensive supplies. A viewing and access window facilitates safe family interaction and decreases the emotional costs of isolation while providing a route to pass items as necessary.

Exploratory, cross-sectional social network study to assess the influence of social networks on the care-seeking behaviour, treatment adherence and outcomes of patients with tuberculosis in Chennai, India: a study protocol

IntroductionPoor treatment adherence and outcomes among patients with tuberculosis (TB) lead to drug resistance, and increased risk of morbidity, mortality and transmission of the disease in the community. Individual patient-level...

A Study on the Job Analysis of Plastic Surgery Medical Tourism Coordinators for Chinese

본 연구는 데이컴(DACUM) 직무분석방법을 활용하여 경험이 풍부한 성형외과분야의 의료관광코디네이터를 대상으로 실무 현장의 직업내용과 직업요구를 파악하였으며, 의료관광코디네이터의 직무에 대하여 정의하였고, 의료관광 코디네이터의 전공경향성을 분석하였다. 연구결과 성형외과 의료관광코디네이터직무는 8가지 책무와 63개 과업으로 제시되었고, 책무와 과업의 난이도가 높을수록 결정계수가 더 높고, 교육의 필요성이 더 높은 경향을 보였다. 에이전시회사 소속 의료관광코디네이터는 외부환자안내 책무를 더 많이 수행하고, 병원 소속 의료관광코디네이터는 병원내부 환자안내 책무를 더 많이 수행하는 것으로 나타났다. 의료마케팅 운영, 통역서비스 제공, 환자교육과 환자간호 책무에서 수행 빈도의 차이는 없었고, 의무기록 관리와 환자만족도 관리책무에서 병원 소속 의료관광코디네이터가 더 많이 수행하는 것으로 확인되었다. 성형외과분야 의료관광코디네이터의 대부분 과업은 의료관련 업무 비중이 높았으며, 이는 의료관광코디네이터의 교육에서 의료전공 관련 지식에 중점을 두어야 하는 것을 의미한다. 특히 성형외과분야 의료관광코디네이터에게 성형수술에 대한 지식, 환자교육을 포함한 간호행위 제공 등 간호학 지식에 대한 교육 필요성이 있는 것으로 분석되었다. 또한 환자만족도 향상을 위한 의사소통 교육, 환자안전관리를 위한 의료윤리와 의료법 교육의 필요성이 제시되었다.This study grasped the job contents and requirements of 124 medical tourism coordinators in the field of plastic surgery in Seoul. Through DACUM task analysis method, a new definition of medical tourism coordinators emerged. It was also disclosed in the study that medical coordinator course includes a lot of medical knowledge which is inclined to medical course. The study established eight duties and 63 tasks which were determined in the work chart. At the same time, it showed that the more difficult the duties and tasks were, the higher the coefficient of determinants and the higher the need for education. As a result, the medical tourism coordinator of the agency carries out more duties outside the hospital while the hospital s medical tourism coordinator carries out more duties inside the hospital. There is no difference in frequency among medical marketing, translation service, patient education and patient care duties. More hospital medical tourism coordinators are recorded to perform in medical records management and patient satisfaction management duties. The scope of work is not specified according to the workplace. Most tasks of medical tourism coordinator for plastic surgery need medical knowledge therefore, it is critical to include it in the course for medical tourism coordinators. Particularly, the education for medical tourism coordinator in the field of cosmetic surgery, the nursing knowledge such as patient education and nursing activities, course to enhance communication skills to improve patient satisfaction, and a curriculum that includes medical ethics and medical law for patient safety, were identified.