[A Study on the Job Analysis and Need Analysis about Job Related Competency of Epidemiological Investigation Officer]

In this study, we aimed to perform a job analysis using the Developing A Curriculum (DACUM) process and a competency model for epidemiological investigation officers. A total of 12 duties and 107 tasks were identified using DACUM. The 12 duties derived from this initial analysis included monitoring and surveillance of infectious diseases, conducting epidemiological investigations, management of confirmed cases and contacts, evaluation and reporting of results, management of supporting personnel, technical guidance, training and education, conducting epidemiological research, implementation of infectious disease policies and projects, collaboration with relevant departments and organizations, prevention and follow-up measures, and development of criteria and methods for conducting investigations. A survey targeting epidemiological investigation officers revealed an average frequency of 2.62, an importance rating of 3.71, and a coronavirus disease 2019-specific implementation rate of 16.1%. Tasks intrinsic to the role of epidemiological investigation officers, such as monitoring and surveillance of infectious diseases, evaluation and reporting of results, and conducting investigations of infectious diseases, demonstrated high frequencies and importance levels. However, tasks related to the supportive management of epidemiological investigation personnel showed the lowest frequency and importance levels. Through competency modeling using interviews with epidemiological investigation officers and a Delphi survey, 8 competencies and 35 behavioral indicators were derived. The competency assessment revealed an overall high level of competency among the participants. These results indicate that epidemiological investigation officers are performing tasks beyond their own area, which should be reflected when setting job standards. Herein, we suggest practical implications that epidemiological investigation officers should take into consideration when developing a curriculum or establishing training courses to reflect the specific demands of each workplace, in addition to any shared competency demands.