Office of the University Dean for Health and Human Services
101 West 31st Street, 14th Floor, New York, NY 10001 • Phone: (646) 344-7315 • Fax: (646) 344-7319 http://web.cuny.edu/administration/hhs.html
Medical Assisting: An Overview of the Profession
& Results of the Survey of Graduates (1999-2000 to 2009-2010)
Summary Report
February 2012
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 1
Table of Contents
I INTRODUCTION............................................................................................................. 3
Overview of the Medical Assisting Profession ......................................................................... 3
Challenges Facing the Medical Assisting Profession ................................................................ 4
Healthcare Reform and the Evolving Medical Assistant Role .................................................. 5
Utilization of Medical Assistants in Community-Based, Primary Care Settings ...................... 6
Preparing the Medical Assistant of the Future: Public Education’s Role ............................... 11
II METHODOLOGY ......................................................................................................... 12
Sample Selection and Response Rate ...................................................................................... 12
Survey Weights ....................................................................................................................... 13
Survey Design ......................................................................................................................... 13
Research Team and Acknowledgements ................................................................................. 13
III DESCRIPTION OF GRADUATES .............................................................................. 14
Graduate Demographics .......................................................................................................... 14
IV MEDICAL ASSISTANT EDUCATION ...................................................................... 18
Perceptions of CUNY Medical Assistant Education ............................................................... 18
Additional Degrees .................................................................................................................. 19
Further Education .................................................................................................................... 20
V INCUMBENT WORKERS ............................................................................................ 22
CUNY Medical Assistant Students as Incumbent Workers .................................................... 22
VI TRANSITION FROM CUNY ....................................................................................... 23
Internships ............................................................................................................................... 23
Certification ............................................................................................................................. 25
Job Search and Working as a Medical Assistant ..................................................................... 26
VII CAREER PATHS ........................................................................................................... 28
Work Settings .......................................................................................................................... 28
First Medical Assistant Job Tenure ......................................................................................... 30
Salaries .................................................................................................................................... 31
Characteristics of Current/Most Recent Medical Assistant Job .............................................. 32
Job Satisfaction and Benefits: Current/Most Recent Medical Assistant Job ........................... 34
Graduates Not Currently Working as Medical Assistants ....................................................... 37
Career Plans ............................................................................................................................. 39
VIII CONCLUDING COMMENTS ...................................................................................... 40
IX REFERENCES ................................................................................................................ 42
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List of Tables
Table 1. Total Population of CUNY Medical Assistant Graduates, 1999-2000 to 2009-2010. ............ 15
Table 2. Respondents to the Survey of CUNY Medical Assistant Graduates, 1999-2000 to 2009-2010 ................................................................................................................................................. 16
Table 3. Demographics of CUNY Medical Assistant Graduates .......................................................... 17
Table 4. Perceptions of CUNY Medical Assistant Program ................................................................. 18
Table 5. Overall Educational Attainment .............................................................................................. 19
Table 6. Further Education .................................................................................................................... 21
Table 7. Incumbent Workers ................................................................................................................. 22
Table 8. Internships ............................................................................................................................... 24
Table 9. Certification ............................................................................................................................. 25
Table 10. Job Search ............................................................................................................................... 27
Table 11. Work Experience as a Medical Assistant ................................................................................ 27
Table 12. First and Current/Most Recent Medical Assistant Job Setting ................................................ 29
Table 13. First Medical Assistant Job ..................................................................................................... 30
Table 14. Salaries .................................................................................................................................... 31
Table 15. Clinical vs. Administrative Duties .......................................................................................... 32
Table 16. Electronic Health Records ....................................................................................................... 33
Table 17. Benefits and Rewards at Current/Most Recent Medical Assistant Job ................................... 35
Table 18. Health Insurance Benefits ....................................................................................................... 36
Table 19. Graduates Not Currently Working as Medical Assistants ....................................................... 38
Table 20. Career Plans: All Graduates .................................................................................................... 39
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I INTRODUCTION
Overview of the Medical Assisting Profession As defined by the Bureau of Labor Statistics (BLS, 2010) and the American Association of
Medical Assistants (AAMA, 2003; AAMA, 2010), medical assistants (MAs) are healthcare
personnel who ensure the smooth operations of physician’s offices (primarily) and other
healthcare facilities, by performing a variety of administrative and clinical tasks. Administrative,
or “front office,” tasks performed by MAs include billing and coding, patient registration and
scheduling appointments, among others. Clinical functions, also known as “back office” tasks,
include phlebotomy, electrocardiography (EKG) and exam room preparation, among others. The
MA profession developed during World War II, at a time when nurses migrated in large numbers
from physician’s offices to short-staffed hospitals. To bridge the resulting gap, physicians
retrained medical secretaries to take on clinical duties in addition to their administrative role,
leading to the unique administrative/clinical balance still found in the MA profession (Taché &
Chapman, 2004).
The BLS estimates that there were approximately 483,600 MAs in the workforce in 2008, with
the majority (62%) working in physician’s offices and small percentages working in other
settings such as hospitals (13%) and the offices of non-physician providers (11%). The median
annual salary for medical assistants was $28,300 in 2008, among the lowest wages for non-
physician personnel who perform many of the same functions. For example, median wages in
2008 for licensed practical/vocational nurses (LPNs/LVNs), medical secretaries, and medical
records/health information technicians were $39,030, $29, 680, and $30, 610, respectively.
Nationally, the MA workforce is predominantly female and mostly Caucasian, although the
racial/ethnic composition of the workforce differs dramatically based upon locale (e.g., 54% of
MAs working in California are non-White; Taché & Chapman, 2004).
The BLS projects that medical assistants will be in demand in the coming years, with “much
faster than average” growth expected from 2008-2018. In addition to being one of the fastest
growing healthcare sectors, medical assistants are the largest group of healthcare personnel
present in ambulatory care settings (Taché & Hill-Sakurai, 2010). MAs have been described as
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“linchpins of the healthcare system,” (Balasa, 2009), “the glue of the healthcare system,” (Taché
& Hill-Sakurai, 2010) and “an important human resource” (Ferrer, Mody-Bailey, Jaén, Gott &
Arujo, 2009), in addition to being touted as a cost-effective answer for primary care providers
seeking to improve efficiency and patient flow within their practices (e.g., Taché & Chapman,
2005). MAs themselves also recognize the value of their work as patient flow managers,
liaisons, and educators in the primary care setting (Palmer & Midgette, 2008; Taché & Hill-
Sakurai, 2010).
Challenges Facing the Medical Assisting Profession As it continues to grow in size and importance within the healthcare landscape, the medical
assisting field faces a number of challenges (Taché & Chapman, 2004, 2006). These challenges
include:
• Lack of a standard scope of work: Medical assistants have varied scopes of work depending
upon the state in which they practice, the physician they work under, and their work setting.
Medical assistants who work in short-staffed areas of the country and/or small medical
practices tend to perform more functions than those who work within large, fully-staffed
facilities that have more defined roles and restricted scopes of practice. MAs are not licensed
in most states, but states such as New York have recently responded to the growing
utilization of MAs by officially delineating the tasks that can and cannot be delegated to
MAs (NYSED Office of the Professions, 2010).
• Lack of consistent entry requirements: Medical assistant training is currently delivered
through a wide variety of channels, including on-the-job training (which might not be
transferrable between settings); non-credit educational programs of varying lengths; 6- to 12-
month credit certificate programs; and 2-year associate degree programs that vary in their
mix of administrative and clinical training. This wide range of training options has
implications for the skill level of the workforce and quality of care.
• Undefined career ladders: Professions such as nursing have clearly outlined careers paths
(e.g., certified nurse’s aide (CNA)�licensed practical/vocational nurse (LPN/LVN) �
registered nurse (RN)�nurse practitioner (NP) and beyond) that are missing from the
medical assisting field. Innovative organizations (including those outlined later in this
review) create internal pathways for advancement that allow MAs to take on greater
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responsibility, perform in more varied roles and earn higher pay. Without these defined
opportunities for advancement, the field may face difficulties with recruiting and retaining its
workforce.
• Lack of regulation/lack of consensus on the value of certification: Two MA credentials are
currently offered, the Certified Medical Assistant (CMA) credential governed by the
American Association of Medical Assistants and the Registered Medical Assistant (RMA)
credential governed by American Medical Technologists (AMT). Most states and employers
do not require certification for employment. Although certification does translate into higher
salaries, only ~15% of MAs in the United States hold either the CMA or RMA credential.
• Lack of oversight/standardization for educational programs: Two accrediting bodies are
recognized by the field- the Commission on Accreditation of Allied Health Education
Programs (CAAHEP) and the Accrediting Bureau of Health Education Schools (ABHES).
Although the number of accredited programs is on the rise, there are large numbers of
unaccredited programs. Given that graduation from an accredited program is not required for
practice, many programs have little impetus to pursue the costly and time-intensive
accreditation process.
• Low pay relative to other allied health professions: Given that the profession is loosely
regulated and unlicensed, MAs receive lower pay as compared to LPNs/LVNs,
medical/clinical laboratory technicians, radiology technologists/technicians, medical
secretaries and medical records/health information technicians, all professionals who perform
functions similar to those performed by medical assistants.
A systematic, profession-wide response to these issues will be critical to the profession’s success
as it expands in the coming years (Chapman, Marks & Chan, 2010).
Healthcare Reform and the Evolving Medical Assistant Role The healthcare system of the future, as dictated by the ongoing healthcare reform movement, will
focus on chronic care and prevention (rather than the historical focus on acute care), shift the
locus of care from the hospital setting to the community setting, enhance patients’ involvement
in their care, and seek to improve efficiency and continuity of care. National reports and
initiatives (Martin et al., 2004; Cifuentes et al., 2005; Cohen, Tallia, Crabtree & Young, 2005;
Institute of Medicine, 2001) highlight the importance of primary care in the future healthcare
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system, the pressing need for preventive services and the value of interdisciplinary teams that
utilize non-physician personnel (including MAs) within the full scope of their practice and
capabilities. The flexibility of the MA role (a corollary to the lack of standardization described
as a challenge above) makes it a natural choice for reconfiguration to fit the needs of the
emerging healthcare system.
Utilization of Medical Assistants in Community-Based, Primary Care Settings Bates and Chapman (2009, 2010) conducted a two-part examination of the utilization of allied
health personnel in California’s Federally Qualified Health Centers (FQHCs; i.e., clinics funded
by federal grants governed by Section 330 of the Public Health Act), FQHC Look-Alikes
(similar to FQHCs, but not funded via the Public Health Act), Free Clinics (clinics that are
operated primarily with private funding and do not charge patients for care) and other
independent, non-profit clinics.
The first phase of their investigation focused on the utilization of MAs in particular. The
community-based clinics surveyed have increased significantly in number and patient caseload
in recent years, with most of this growth occurring at FQHC and FQHC Look-Alikes. As these
clinics have proliferated, so has their utilization of MAs. In 2007 (the most recent year reported
on), more than 70% of the surveyed clinics used MAs, including 80% of the largest clinics (those
completing >40,000 patient visits every year). In the second, comparative phase of their
investigation, Bates and Chapman (2010) highlighted a trend towards clinics using MAs in lieu
of other types of allied health staff. Of the clinics reporting use of MAs in 2008, 35% reported
using MAs exclusively, in lieu of registered nurses (RNs) and licensed vocational/practical
nurses (LVNs/LPNs). In general, staffing patterns incorporating MAs (whether alone or in
combination with nurses) were more common than nurse-only staffing patterns, with the RN-MA
pairing being the most commonly used. These data lend credence to the notion that MAs will be
a vital cog in emerging healthcare settings.
Two emergent care delivery models, the “teamlet” model and the Ambulatory Intensive Caring
Unit (A-ICU) model, propose innovative approaches for utilizing medical assistants in primary
care settings. Both approaches are in the spirit of the Patient-Centered Medical Home (PCMH)
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model (Robert Graham Center, 2007) that is a cornerstone of the ongoing healthcare reform
movement.
Bodenheimer and Laing (2007) describe a “teamlet model of primary care” that hinges on
retraining medical assistants and other allied health personnel as health coaches. Health coaches
conduct “previsits” with all patients (priority setting for the visit, history taking, etc.), provide
assistance during the clinical encounter as needed, and conduct “postvisits” for complex cases (to
reinforce the clinician’s advice, help patients develop behavioral change action plans, etc.).
Between visits, health coaches follow-up with patients by phone or e-mail to reinforce
information discussed during the previous visit and troubleshoot any issues. This model has
demonstrated success in the treatment of chronic illnesses such as diabetes and hypertension
(Chen et al., 2010), although implementation has not occurred without challenges (Laing, Ward,
Yeh, Chen & Bodenheimer, 2008; Ngo, Hammer & Bodenheimer, 2010).
The A-ICU model of care (Blash, Chapman & Dower, 2010a, b; Renaissance Health, 2006) calls
for providers to target clinical resources to the sickest patients, to actively engage patients in self-
care management, and to utilize allied health personnel such as medical assistants as health
educators. A-ICU conceptualizes care as occurring on three metaphorical “floors.” On the first
“floor,” medical assistants and other non-physician staff work with patients to enhance their
ability to manage their existing illnesses. On the second “floor,” primary care visits (with
clinicians such as physicians or nurse practitioners) are supported by health information
technology resources and continued involvement of frontline workers, with the goal of making
visits as efficient and effective as possible. The focus of the third “floor” is to provide cost-
effective specialist referrals and other services (e.g., pharmacy) via partnerships with large
insurers.
An ongoing series entitled Innovative Workforce Models in Health Care presents case studies of
health facilities that have implemented the A-ICU model and components of the teamlet model
of care. The first article of the series describes the experience of New York City’s UNITE
HERE Health Center (UHC), the oldest health center in the United States developed to serve the
health needs of union members (Blash, Chapman & Dower, 2010a; Nelson, Pitaro, Tzellas &
Lum, 2010). The Center used existing bilingual/bicultural medical assistants to assume the
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responsibilities outlined in the A-ICU model’s first floor. Following successful completion of
training, MAs become health coaches, working closely with patients (in person and by
telephone) on self-management of chronic illness. Health coaches also often serve as floor
coordinators, charged with maintaining a smooth flow of patients and teamwork. Adoption of
the A-ICU model began at one center, spread throughout UHC’s network of clinics, and helped
UHC achieve PCMH designation.
The series goes on to describe similar initiatives implemented at sites across the country,
including:
• An Atlantic City, NJ clinic that provides care for low-income, immigrant casino workers.
Implementation followed a course similar to the experience at UHC, except that this clinic
hired new bilingual/bicultural MAs and LPNs to fulfill the health coach role (Blash,
Chapman & Dower, 2010b).
• Kaiser Permanente, which implemented a technology-based support tool and team-based
patient visits to close gaps in the delivery of screenings/other preventive services and
streamline primary care (Blash, Chapman & Dower, 2010c).
• A rural, five-site Colorado FQHC, where all allied health personnel (MAs, nurses, medical
secretaries, etc.) are cross-trained as “patient facilitators.” Patient Facilitators can then
complete additional training to advance to the health coach role. These professionals work
alongside a patient navigator and community health worker to improve the patient experience
and continuity of care (Blash, Dower & Chapman, 2010a).
• A rural, four-site West Virginia FQHC that implemented an MA-based model of care (using
existing, experienced MAs in expanded roles. The goal of this initiative was to deliver
quality care to older adults, in both the home setting and the clinic setting (Blash, Dower &
Chapman, 2010b).
• A network of 11 community-based clinics operated by the University of Utah, which
developed and implemented a “care by design” model. The hallmarks of this model include
a high MA-to-provider ratio, as well as thoughtful and intentional expansion of the MA role.
This model also involved developing relationships with the local community/technical
college, which retrained incumbent workers as MAs (Blash, Dower & Chapman, 2011a).
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• A Sacramento, CA family medicine residency practice that implemented Utah’s “care by
design” model in its quest for PCMH designation (Blash, Dower & Chapman, 2011b).
• A Eugene, OR healthcare organization piloting the patient centered medical home model.
MAs were used in expanded roles, including administering immunizations; administering
depression screening inventories; performing medication reconciliations and providing
prescription refills per protocol; and serving as health coaches, providing health promotion
and patient education services per protocol (Blash, Dower & Chapman, 2011c).
• A university-affiliated, primary care medical group operating 16 clinics in the greater
Chicago area. This group implemented a three-level MA career ladder, including promotion
and salary incentives. With supervision, MAs devise and implement projects intended to
improve clinic processes; participate in training to enhance customer service and other skills;
and have the opportunity to expand their role/responsibilities (Blash, Chapman & Dower,
2011a).
• A San Antonio, TX based medical group that serves primarily Medicare patients. This
organization also operates an on-site medical assistant training school, in conjunction with a
local community college. MAs in this organization perform expanded functions, including
performing injections, administering medications and reconciling medications (Blash,
Chapman & Dower, 2011b).
• A rural Maine federally qualified health center (FQHC). Given the shortage of nurses in the
area, MAs play an important role in patient care and quality improvement initiatives. MAs
working in this center administer immunizations; perform depression, smoking status and
chronic illness screenings; assist patients with setting goals for self-management of care; and
participate actively in quality improvement. MAs may also be promoted to the Team Lead
role, with responsibility for workflow delegation and communication with administration
(Blash, Chapman & Dower, 2011c).
• A Baltimore, MD hospital-owned ambulatory care clinic and residency site, which developed
a career advancement opportunity (via creation of a Lead CMA role), implemented to retain
and expand the functions of talented CMAs. Competency assessment and training/
continuing education opportunities for new and incumbent CMAs were also implemented,
including the use of simulation for assessment and training exercises (Blash, Dower &
Chapman, 2011d).
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• A Worchester, MA community health center and residency site, which incorporated multiple
training opportunities (medical interpretation, patient navigation/community health work,
supervisor/mentor, clinical skills) along with career advancement opportunities (Blash,
Chapman & Dower, 2011d).
Although diverse, the sites highlighted in the Innovative Workforce Models of Care series faced
many similar challenges, and enjoyed many similar successes. Challenges included:
• Difficulty eliciting buy-in from staff members who were skeptical and/or resentful of the
changes; high staff turnover early in the implementation process
• Significant financial and time-related costs of training and implementation
• Patient confusion and/or discomfort surrounding the redesign; and
• Changes in the target patient population (e.g., demographics, insurance coverage,
employment status).
Despite these challenges, implementation of these innovative models led to many positive
outcomes, including:
• Decreases in wait times, no-show rates, and unscheduled visits
• Decreased care costs, including costs related to ER visits and hospitalizations
• Improved clinical outcomes (e.g., A1c levels, blood pressure, LDL levels, smoking rates) and
rates of preventive screening (e.g., colonoscopy, mammography)
• Decreased staff turnover
• Increased clinic productivity/patient volume
• Improved patient satisfaction
• Improved patient safety
MAs and other allied health personnel involved in these innovative models reported feeling more
confident, satisfied, engaged and skilled in their professional roles. Many have also taken
advantage of opportunities and benefits geared towards educational advancement. Concrete and
attainable career ladders were created/reinforced within these organizations, and each facility
made significant use of technology (e.g., electronic health records, simulation) to streamline care
delivery and documentation. A number of sites also achieved Patient Cantered Medical Home
(PCMH) designation as a result of their successful redesign initiatives.
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Other collaborative models not included as part of the “Innovative Workforce Models in Health
Care” series have demonstrated that interdisciplinary care involving medical assistants in central
roles can improve patient referrals to, and attendance at, behavioral interventions (Ferrer, Mody-
Bailey, Jaén, Gott & Araujo, 2009); self-management of care among diabetics (Robert Wood
Johnson Foundation, 2006; Ruggerio et al., 2010); consistency of smoking status documentation
(Spencer, Swanson, Hueston and Edberg, 1999); delivery of smoking cessation services (Katz,
Muehlenbruch, Brown, Fiore & Baker, 2004); and mammography screening rates (McCarthy et
al., 1997).
Preparing the Medical Assistant of the Future: Public Education’s Role The medical assisting profession is poised to continue its trajectory of dynamic growth and
reinvention in the coming years. Educational programs training medical assistants are key
partners in the profession’s future. Given that the workforce is relatively low-wage, public
universities offering affordable tuition will be critical to the profession’s success. Public
universities such as the City University of New York, which offer affordable programs and
maintain ties to the healthcare industry, will be particularly relevant to this movement.
Supporting and strengthening CUNY’s medical assistant programs is a goal for the University’s
Office of the University Dean for Health and Human Services. As a first step, the Office
commissioned a survey of graduates from CUNY’s medical assistant graduates over the past
decade (from the 1999-2000 academic year to the 2009-2010 academic year).
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II METHODOLOGY
The Survey of CUNY Medical Assistant Graduates was conducted by the Office of the
University Dean for Health and Human Services. Respondents completed interviews between
September 2010 and December 2010.
Sample Selection and Response Rate Our sample was the 239 students who graduated from CUNY medical assistant programs
between the 1999-2000 and 2009-2010 academic years, including four programs: 1) a Medical
Assistant AAS degree program at Bronx Community College, 2) a Medical Office Manager AAS
degree program at Hostos Community College, 3) a Medical Office Manager Certificate program
at Hostos Community College, and 4) a Medical Office Assistant Certificate program at
Queensborough Community College. The AAS degree and Certificate programs at Hostos
Community College had only 22 graduates and one graduate over the study period, respectively,
and were included in the survey sample, but not in the analysis, because of low sample size.
The entire population of 239 individuals was provided to Cornell University’s Survey Research
Institute (SRI), which administered the survey. Potential respondents were sent an alert letter and
were subsequently contacted by SRI to set up a time to participate in a 10-minute telephone
survey. We offered a $10 incentive for survey participation. A total of 39 percent of telephone
numbers were wrong numbers or no longer in service. Among eligible phone numbers, we
achieved a 79 percent contact rate and an overall response rate of 67 percent (calculated using
the American Association for Public Opinion Research contact rate 3 and response rate 4
formulae). We obtained 90 completed interviews, comprising 38 percent of the entire population
of CUNY’s medical assistant program graduates during the 11-year period. Eighty-three of the
completed surveys came from the two programs (Bronx AAS and the Queensborough
Certificate) included in the analysis, which also comprise 38% of the population of 216
graduates from those two programs.
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Survey Weights
We applied population weights to the sample using data from CUNY’s Institutional Research
Database (IRDB). Weighting was a two-step process. First, post-stratification weights were
assigned according to location in one of 20 strata, representing college program, whether the
degree was from the last five years or earlier, and race and ethnicity. Next, we used a raking
procedure, also known as sample balancing, to adjust the post-stratification weights to enhance
sample representativeness of the original survey population. This procedure helps correct for
both intentional oversampling and potential differences in non-response rates across population
subgroups, and it also allows for weighting by variables not in our original strata. Categories
used in the raking procedure included college program, specific academic year, age category,
ethnicity, and gender. The raking procedure was executed using the enhanced IHB Raking
Macro in SAS 9.13.
Survey Design Questions in the survey were designed specifically for CUNY medical assistant graduates.
Existing surveys and literature on both the medical assisting and general workforce informed the
development process. The survey sample selection and instrument design allow for exploration
of differences between medical assisting graduates from the AAS and Certificate programs.
Research Team and Acknowledgements William Ebenstein, University Dean for Health and Human Services, secured public and private
funding to develop and conduct the survey. Shana Lassiter, Director of Health Professions
Initiatives, facilitated survey design and implementation, conducted the literature review, and led
the report writing/coordination process. Erin Croke, Senior Director of Program Development &
Evaluation at the time of the study, facilitated survey design and implementation efforts. Travis
Dale, Senior Research Associate, provided expertise in survey design/methodology, data analysis
and report writing.
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III DESCRIPTION OF GRADUATES
A total of 216 individuals graduated with an AAS or credit certificate (or both) in medical
assisting from CUNY between the 1999-2000 and 2009-2010 academic years. The 83
respondents to the 2010 survey were generally similar to the overall population of CUNY
medical assistant graduates, although the sample of respondents included a higher proportion of
White graduates (34.0%) than the total population of medical assistant graduates (24.6%).
Graduate Demographics CUNY medical assistant graduates were predominately women, consistent with the national
profile of medical assistants. AAS and Certificate graduates reported significant family
responsibilities, although AAS graduates were more likely to be primary caretakers. The
majority of respondents are from racial/ethnic minority groups, but there were differences
between the AAS and Certificate samples with respect to country of origin. The majority of
respondents have at least one parent who was born outside of the United States.
• Between the 1999-2000 and 2009-2010 academic years, 94 percent of AAS graduates and 98
percent of Certificate graduates were women.
• Approximately 94 percent of AAS graduates and 66 percent of Certificate graduates were
Black, Hispanic, Asian or American Indian.
• Forty-seven percent of AAS graduates and 68% of Certificate graduates were not born in the
US.
• Approximately 64 percent of AAS graduates and 31 percent of Certificate graduates reported
being the primary caretaker for a child under the age of 18.
• More than one-quarter of AAS and RN to BS completion graduates were primary caregivers
for one or more dependent adults.
• The average age at the date of graduation of an AAS graduate was 29.5; the average age of a
Certificate graduate was 26.8.
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Table 1. Total Population of CUNY Medical Assistant Graduates, 1999-2000 to 2009-2010
Bronx AAS QCC Cert
N % N %
All Graduates 86 130
Academic Year Graduated
1999-2000 7 8.1% 5 3.8%
2000-2001 11 12.8% 21 16.2%
2001-2002 13 15.1% 15 11.5%
2002-2003 5 5.8% 14 10.8%
2003-2004 3 3.5% 10 7.7%
2004-2005 10 11.6% 10 7.7%
2005-2006 9 10.5% 13 10.0%
2006-2007 12 14.0% 6 4.6%
2007-2008 7 8.1% 19 14.6%
2008-2009 4 4.7% 12 9.2%
2009-2010 5 5.8% 5 3.8%
Gender
Men 4 4.7% 3 2.3%
Women 82 95.3% 127 97.7%
Ethnicity
American Indian 1 1.2% 1 0.8%
Asian/Pacific Islander 4 4.7% 31 23.8%
Black 32 37.2% 39 30.0%
Hispanic 46 53.5% 27 20.8%
White 3 3.5% 32 24.6%
SOURCE: CUNY Institutional Research Database (IRDB)
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Table 2. Respondents to the Survey of CUNY Medical Assistant Graduates, 1999-2000 to 2009-2010
Bronx AAS QCC Cert
N % N %
All Graduates 33 50
Academic Year Graduated
1999-2000 2 6.1% 2 4.0%
2000-2001 4 12.1% 7 14.0%
2001-2002 3 9.1% 5 10.0%
2002-2003 1 3.0% 7 14.0%
2003-2004 2 6.1% 4 8.0%
2004-2005 3 9.1% 1 2.0%
2005-2006 6 18.2% 3 6.0%
2006-2007 2 6.1% 3 6.0%
2007-2008 3 9.1% 9 18.0%
2008-2009 3 9.1% 8 16.0%
2009-2010 4 12.1% 1 2.0%
Gender
Men 2 6.1% 1 2.0%
Women 31 93.9% 49 98.0%
Ethnicity
American Indian 0 0.0% 1 2.0%
Asian/Pacific Islander 2 6.1% 10 20.0%
Black 11 33.3% 13 26.0%
Hispanic 18 54.5% 9 18.0%
White 2 6.1% 17 34.0%
SOURCE: CUNY Institutional Research Database (IRDB)
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 17
Table 3. Demographics of CUNY Medical Assistant Graduates
Bronx AAS QCC Cert
Marital status
Never married or single 60.7% 67.5%
Married 30.0% 29.5%
In married-like relationship 0.0% 0.0%
Widowed 0.0% 0.0%
Divorced 9.3% 0.0%
Separated 0.0% 3.0%
Primary caretaker for child under 18 63.9% 30.5%
Born in the United States 53.4% 31.6%
Parents' origin
Both parents born in the Unites States 26.3% 12.6%
One parent born in the United States 9.3% 0.0%
Neither parent born in the United States 64.4% 87.5%
Average Age at Graduation 29.5 26.8
SOURCE: 2010 Survey of CUNY Medical Assistant Graduates
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 18
IV MEDICAL ASSISTANT EDUCATION
Perceptions of CUNY Medical Assistant Education Overall, graduates of CUNY medical assistant programs thought highly of the preparation they
received to become an MA. Many graduates earned additional degrees before and/or after
earning their CUNY medical assisting degree. More than 70 percent were already enrolled or
planning to enroll in further education.
• Approximately 74 percent of graduates from the AAS program and 64 percent of graduates
from the Certificate program reported that overall, their CUNY education prepared them
“well” or “very well” to practice as an MA.
• Ten percent of AAS graduates and approximately 15 percent of Certificate graduates
reported that their CUNY education “adequately” prepared them to practice as an MA.
• Certificate graduates had less favorable views about the preparation they received to practice
as an MA, compared to AAS graduates.
Table 4. Perceptions of CUNY Medical Assistant Program
Bronx AAS QCC Cert
Overall, how did your education prepare you to work as a Medical Assistant?
Well or Very Well 73.6% 63.8%
Adequately 10.0% 14.5%
Poorly or Very Poorly 16.4% 21.7%
SOURCE: 2010 Survey of CUNY Medical Assistant Graduates
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 19
Additional Degrees Many graduates have gone on to earn a higher credential after completing their CUNY AAS or
Certificate program in medical assisting. It should be noted that, since the survey sample
consisted of those that earned a medical assisting degree or certificate between 1999 and 2010,
the more recent graduates may have not yet had time to complete subsequent credentials.
• Of those who earned an AAS degree in medical assisting, 35 percent have subsequently
earned a baccalaureate degree and 5 percent have earned a Master’s degree.
• Fifty-one percent of Certificate graduates have earned a subsequent associate degree and 19
percent have earned a baccalaureate degree.
Table 5. Overall Educational Attainment
Bronx AAS QCC Cert
Earned other degree or certificate 55.4% 55.1%
Most recently earned degree or certificate
Certificate 36.1% 25.7%
Associate 21.8% 50.9%
Baccalaureate 34.8% 19.0%
Master's 4.7% 0.0%
Other type of degree 2.6% 4.4%
SOURCE: 2010 Survey of CUNY Medical Assistant Graduates
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 20
Further Education
• At the time of the survey, 11 percent of AAS graduates and 32 percent of Certificate
graduates were enrolled in a further educational program. In addition, 63 percent of AAS
graduates and 38 percent of Certificate graduates had plans to enroll in further education.
Thus, approximately 74 percent of AAS graduates and 70 percent of Certificate graduates
were already enrolled or planning to enroll in further education.
• Approximately 49 percent of AAS graduates enrolled in a further educational program were
enrolled in a program leading to a higher degree (baccalaureate or above). Thirty-six percent
were enrolled in another associate degree program and 13 percent were enrolled in a
certificate program. Eighty-five percent of Certificate graduates enrolled in a further
educational program were enrolled in a program leading to a higher credential (associate
degree or higher). Fifteen percent were enrolled in another certificate program.
• Ninety percent of AAS graduates who planned to enroll in a further educational program
were planning to enroll in a baccalaureate or higher degree program. Ninety-six percent of
Certificate graduates who planned to enroll in a further educational program were planning to
enroll in an associate or higher degree program.
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 21
Table 6. Further Education
Bronx AAS QCC Cert
Plans for further education
Currently Enrolled 10.7% 32.3%
Plan to enroll in next year 32.0% 14.2%
Plan to enroll in the future 31.2% 24.0%
No plans for further education 26.1% 29.5%
Of those currently enrolled in a program:
Type of degree program
Certificate 13.2% 15.4%
Associate 36.2% 46.8%
Baccalaureate 12.8% 33.5%
Master's 37.8% 4.4%
Of those who plan to enroll in a program:
Type of degree program planning to attend
Certificate 5.1% 4.1%
Associate 5.0% 35.4%
Baccalaureate 68.6% 42.1%
Master's 16.5% 18.3%
Doctorate 4.9% 0.0%
SOURCE: 2010 Survey of CUNY Medical Assistant Graduates
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 22
V INCUMBENT WORKERS
CUNY Medical Assistant Students as Incumbent Workers The majority of medical assistant graduates were new to the healthcare arena when they were
enrolled in CUNY, and were not working in the healthcare field while enrolled at CUNY.
Certificate graduates were more likely to be incumbent workers during their time at CUNY than
AAS graduates.
• Approximately 39 percent of AAS graduates worked in healthcare at some point before
finishing their initial MA education program.
• Of those with previous healthcare experience, 32 percent of AAS graduates and 67 percent of
Certificate graduates worked in healthcare while attending their initial MA education
program.
Table 7. Incumbent Workers
Bronx AAS QCC Cert
Did you work in healthcare at any time before you finished your initial MA education program?
Yes 39.4% 23.0%
No 60.6% 77.0%
If yes, were you working in healthcare while you attended your initial MA education program?
Yes 32.2% 67.0%
No 67.8% 33.0%
SOURCE: 2010 Survey of CUNY Medical Assistant Graduates
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 23
VI TRANSITION FROM CUNY
Internships A significant number of AAS graduates reported not completing a formal internship. The
majority of graduates who reported completing a formal internship received their college’s help
with finding a placement. Although most MAs in the workforce are currently employed in
physician’s offices, most graduates reported completing internships in hospital outpatient and
community-based clinic settings. Few graduates received job offers from their internship
organizations, although Certificate graduates were more successful in this regard.
• Approximately 16 percent of AAS graduates and 69 percent of Certificate graduates reported
completing a formal internship.
• All AAS graduates who reported completing an internship obtained their internship with their
college’s help. Fifty-five percent of Certificate graduates who reported completing an
internship reported obtaining their internship with help from their college.
• All of the AAS graduates who reported completing an internship did so in a (hospital
outpatient or community-based) clinic setting. Forty-seven percent of Certificate graduates
who reported completing an internship did so in a clinic setting; forty-two percent of
Certificate graduates completed internships in a physician’s office.
• None of the AAS graduates who reported completing an internship and twenty-six percent of
Certificate graduates who reported completing an internship received job offers from the
organization where they completed an internship. More than three-quarters (78 percent) of
those who received such job offers accepted them.
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 24
Table 8. Internships
Bronx AAS QCC Cert
Did you complete a formal internship?
Yes 16.3% 69.3%
No 83.7% 30.7%
How did you obtain your internship?
You were working for an employer that was able to provide an internship
0.0% 4.5%
Your college helped you find the internship 100.0% 54.7%
You found the internship on your own 0.0% 40.0%
Some other way 0.0% 0.8%
Setting of internship
Physician's Office 0.0% 42.3%
Hospital Outpatient Clinic 63.3% 43.5%
Community-based Clinic 36.7% 3.5%
Something else 0.0% 10.7%
Received job offer from internship organization
Yes 0.0% 26.2%
No 100.0% 73.8%
If yes, accepted job offer
Yes n/a 78.0%
No n/a 22.0%
SOURCE: 2010 Survey of CUNY Medical Assistant Graduates
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 25
Certification
Certification statistics for CUNY Certificate graduates compare favorably with national trends.
• None of the AAS graduates surveyed reported holding a professional medical office
certification.
• Approximately 21 percent of Certificate graduates hold the Certified Medical Assistant
(CMA) credential and another 3 percent hold the Registered Medical Assistant (RMA)
credential. In total, nearly one-quarter (24 percent) of CUNY Certificate graduates hold
either the CMA or RMA credential, as compared to an estimated 15% of the national medical
assisting workforce.
Table 9. Certification
QCC Cert
Do you hold a professional medical office certification?
Yes, Certified Medical Assistant (CMA) 20.6%
Yes, Registered Medical Assistant (RMA) 2.8%
Yes, Some other certification 1.4%
No 75.3%
SOURCE: 2010 Survey of CUNY Medical Assistant Graduates
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 26
Job Search and Working as a Medical Assistant The majority of AAS and Certificate graduates have searched for a medical assisting position,
with Certificate graduates reporting more success. A weak job market and low pay were
common barriers reported by graduates. The majority of graduates report never working as a
medical assistant.
• Approximately 66 percent of AAS graduates and 73 percent of Certificate graduates reported
searching for a job as a medical assistant.
• The vast majority (85 percent) of AAS graduates who reported searching for a job
encountered difficulty finding a desirable job. Forty-six percent of those individuals
attributed that difficulty to an overall lack of jobs or inadequate salary/compensation.
• Approximately 50% of Certificate graduates who searched for a medical assistant job
encountered difficulty finding a desirable job. Sixty-four percent of those individuals
attributed that difficulty to an overall lack of jobs or inadequate salary/compensation.
• Eighty-nine percent (89%) of AAS graduates and 65% of Certificate graduates have never
worked as medical assistants. Only 3 percent of AAS graduates and approximately one
quarter (24 percent) of Certificate graduates are currently working as a medical assistant.
• Fifty-five (55) graduates reported never working as a medical assistant or not currently
working as a medical assistant. These graduates reported a variety of titles for their current,
main paid job. The majority (64%; n=35) are working in non-healthcare positions, primarily
as administrative support personnel. Thirty-six percent (36%; n=20) reported currently
working in the healthcare arena, including 8 healthcare support workers/technicians (e.g.,
nursing assistant, pharmacy technician, physical therapy assistant); 3 nurses; and 9 graduates
working as administrative support personnel in a healthcare setting (e.g., medical secretary,
medical biller).
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 27
Table 10. Job Search
Bronx AAS QCC Cert
Did you search for a job as a Medical Assistant?
Yes 65.7% 73.2%
No 34.3% 26.9%
Did you have difficulty finding a job?
Yes 84.8% 49.5%
No 15.2% 50.5%
Main reason for difficulty
Overall lack of jobs 27.4% 38.8%
Lack of jobs in desired location 5.8% 0.0%
Lack of jobs in desired settings 0.0% 3.7%
Inadequate salary/compensation 18.9% 25.1%
Other 47.9% 32.4%
SOURCE: 2010 Survey of CUNY Medical Assistant Graduates
Table 11. Work Experience as a Medical Assistant
Bronx AAS QCC Cert
Have you ever worked as a Medical Assistant?
Yes 11.2% 34.9%
No 88.8% 65.1%
Are you currently working as an Medical Assistant?
Yes 2.5% 23.5%
No 97.5% 76.6%
SOURCE: 2010 Survey of CUNY Medical Assistant Graduates
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 28
VII CAREER PATHS
The Survey of CUNY Medical Assistant Graduates reveals that most graduates do not obtain
employment as medical assistants. The numbers of AAS graduates who have worked as medical
assistants was particularly low, so the following statistics focus on CUNY’s Certificate
graduates. Survey respondents may have held more than one medical assisting job at a time, but
were asked to report about their main jobs in medical assisting, that is, the jobs where they spent
most of their time. Graduates who were no longer working as a medical assistant were asked to
report about the medical assisting job they held most recently.
Work Settings
• Eighty-five percent of Certificate graduates first worked as an MA in a physician’s office.
The remaining 15 percent first worked in a clinic setting- approximately 10 percent in a
hospital outpatient clinic and approximately 6 percent in a community-based clinic.
• Similarly, eighty-five percent of Certificate graduates reported that their current or most
recent job was in a physician’s office, and 15 percent reported that their current or most
recent job was in a clinic setting (all in hospital based clinics).
These statistics are in line with national trends, which indicate that physician’s offices are
currently the most common work setting for medical assistants.
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 29
Table 12. First and Current/Most Recent Medical Assistant Job Setting
QCC Cert
Setting of first medical assistant job
Physician's Office 84.6%
Hospital Outpatient Clinic 9.6%
Community-based Clinic 5.8%
Something else 0.0%
Setting of current/most recent medical assistant job
Physician's Office 84.7%
Hospital Outpatient Clinic 15.3%
Community-based Clinic 0.0%
Something else 0.0%
Note: If a respondant only reported one Medical Assistant job, the setting is counted as both the first and the current/most recent setting.
SOURCE: 2010 Survey of CUNY Medical Assistant Graduates
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 30
First Medical Assistant Job Tenure
• Approximately 31 percent of Certificate graduates between the 1999-2000 and 2009-2010
academic years were still working in their first medical assistant jobs.
• Thirty-nine percent of Certificate graduates remained in their first job for two years or less,
including 33 percent who stayed in their first job for less than one year.
• Conversely, thirty percent of Certificate graduates remained in their first job for three or
more years, including 22 percent who stayed for five or more years.
Table 13. First Medical Assistant Job
QCC Cert
How many years did you stay at your first medical assistant job?
Still working in first medical assistant job 30.8%
Less than one year 33.2%
1 to 2 years 5.7%
3 to 4 years 8.4%
5 or more years 21.9%
SOURCE: 2010 Survey of CUNY Medical Assistant Graduates
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 31
Salaries
• The average salary of surveyed graduates working as MAs was $31,671 for those who
reported annual wages and $14.50/hour for those who reported hourly wages. Median
salaries for medical assistants were $31,000 (annual) and $12.00 (hourly).
• The average salary of surveyed graduates not working as MAs was $45,158 for those who
reported annual wages and $14.48 for those who reported hourly wages. Median salaries for
graduates not working as medical assistants were $42,000 (annual) and $13.00 (hourly).
• In general, Certificate graduates who were not working as medical assistants earned the
highest wages.
Table 14. Salaries
All Medical Assistants N Mean Median Min Max
Annual 5 $31,671 $31,000 $18,000 $39,500
Hourly 15 $14.50 $12.00 $8.00 $35.00
All Non Medical Assistants N Mean Median Min Max
Annual 24 $45,158 $42,000 $19,000 $150,000
Hourly 26 $14.48 $13.00 $8.00 $33.00
All Non Medical Assistants: By Program N Mean Median Min Max
Annual Bronx AAS 15 $37,924 $35,000 $19,000 $75,000
QCC Cert 9 $58,574 $55,000 $23,000 $150,000
Hourly Bronx AAS 10 $11.79 $13.00 $8.00 $17.00
QCC Cert 14 $16.91 $15.00 $8.00 $33.00
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 32
Characteristics of Current/Most Recent Medical Assistant Job
Survey respondents were asked to report about their current medical assistant job or, if not
currently working as an MA, their most recent medical assistant job. Most respondents reported
spending more than half of their time performing clinical duties, and using an Electronic Health
Record System (EHR) in the course of their work.
• Seventy-four percent of Certificate graduates reported spending more than half of their time
at their current or most recent medial assistant job performing clinical duties. Approximately
21 percent spent all of their time on clinical tasks.
• Thirty-nine percent of Certificate graduates reported spending more than half of their time at
their current or most recent medial assistant job performing administrative duties.
Approximately 10 percent spent all of their time on administrative tasks.
• Most Certificate graduates (61 percent) have used an Electronic Health System in the course
of their current or most recent job. The vast majority of those individuals (81 percent)
reported that they were trained to use the system on-the-job.
Table 15. Clinical vs. Administrative Duties
QCC Cert
What proportion time spent performing clinical duties
None 14.0%
Less than half 12.4%
More than half 52.6%
All 20.9%
What proportion time spent performing administrative duties
None 5.7%
Less than half 55.1%
More than half 29.4%
All 9.8%
SOURCE: 2010 Survey of CUNY Medical Assistant Graduates
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 33
Table 16. Electronic Health Records
QCC Cert
Used an Electronic Health Records System in current/most recent job
Yes 60.6%
No 39.4%
Which of the following best describes how you were trained to use the Electronic Health Records system?
Through CUNY coursework 0.0%
Employer-sponsored course or training 18.8%
On-the-job 81.2%
SOURCE: 2010 Survey of CUNY Medical Assistant Graduates
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 34
Job Satisfaction and Benefits: Current/Most Recent Medical Assistant Job
• All Certificate graduates indicated they were very or somewhat satisfied with their current or
most recent medical assistant job.
• The vast majority of Certificate graduates who worked as a medical assistant indicated that
they had the chance to gain new skills and knowledge (100 percent agreed or strongly
agreed), and had opportunities to get better job within their organization (94.5 percent agreed
or strongly agreed.
• Seventy-three percent reported actively seeking career advancement or promotion.
• Approximately 76 percent of Certificate graduates who worked as an MA were eligible for
health insurance through their current/most recent employer. Sixty-nine percent of those
individuals were enrolled in health insurance plans through their current/most recent
employer.
• Thirty percent of those who were eligible for insurance through their current or most recent
employer were uninsured or insured through a public program.
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 35
Table 17. Benefits and Rewards at Current/Most Recent Medical Assistant Job
QCC Cert
Overall satisfaction with current/most recent Medical Assistant job
Very satisfied 54.1%
Somewhat satisfied 45.9%
Neither satisfied nor dissatisfied 0.0%
Somewhat dissatisfied 0.0%
Very dissatisfied 0.0%
You had the chance to gain new skills and knowledge
Strongly agree 47.9%
Agree 52.1%
Disagree 0.0%
Strongly disagree 0.0%
You had opportunities to get a better job in the organization
Strongly agree 16.6%
Agree 77.9%
Disagree 5.5%
Strongly disagree 0.0%
You actively seek advancement or promotion in your career
Strongly agree 29.5%
Agree 43.2%
Disagree 23.2%
Strongly disagree 4.1%
SOURCE: 2010 Survey of CUNY Medical Assistant Graduates
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 36
Table 18. Health Insurance Benefits
QCC Cert
Eligible for health insurance in current/most recent job
Yes 76.1%
No 23.9%
While working in current/most recent job, did you have health insurance?
Yes, through employer 68.0%
Yes, through spouse, partner or parent's employer 1.6%
Yes, through public program 21.8%
No, cost is too high 3.1%
No, some other reason 5.5%
SOURCE: 2010 Survey of CUNY Medical Assistant Graduates
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 37
Graduates Not Currently Working as Medical Assistants The vast majority of AAS and Certificate graduates (98 percent and 77 percent, respectively)
reported that they are not currently working as a medical assistant. The majority of these
graduates were working in non-medical assistant jobs, and reported feeling satisfied in those
jobs. Difficulty finding a desirable job was cited most often as the reason for not currently
working as a medical assistant. These graduates tended to envision themselves working in
healthcare in the next five years, but not as medical assistants.
• Eighty-one percent of AAS graduates not currently working as medical assistants reported
that they were working for pay at the time of the survey. Seventy-four percent of Certificate
graduates not working as medical assistants reported the same.
• Certificate graduates not working as medical assistants were more likely to be working in
other healthcare fields. Sixty-two percent of Certificate graduates not working as medical
assistants reported working in another healthcare profession, as compared to 37% of AAS
graduates not currently working as medical assistants.
• Graduates were generally satisfied with their non-medical assistant jobs. Eighty-seven
percent of AAS graduates and 79 percent of Certificate graduates who were not working as
medical assistants reported feeling somewhat satisfied or very satisfied with their current
jobs.
• Fifty-two percent of AAS graduates cited the inability to find a desirable medical assistant
job as the reason for not currently working in the field. Forty-two percent of Certificate
graduates similarly cited an inability to find a desirable medical assisting job, and an
additional 31 percent of Certificate graduates reported earning more money in another
position as the primary reason.
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 38
Table 19. Graduates Not Currently Working as Medical Assistants
Bronx AAS QCC Cert
Currently working for pay
Yes 80.9% 74.2%
No 19.1% 25.8%
If yes, are you working in the healthcare field?
Yes 37.4% 61.7%
No 62.6% 38.3%
Overall satisfaction with current job
Very satisfied 43.2% 21.0%
Somewhat satisfied 43.7% 58.2%
Neither satisfied nor dissatisfied 4.5% 1.0%
Somewhat dissatisfied 2.5% 18.6%
Very dissatisfied 6.1% 1.2%
Primary reason for not currently working as a Medical Assistant
Unable to find a desirable medical assistant position
51.8% 42.2%
Earn more money working in another position 6.5% 30.5%
Other position more satisfying 9.6% 7.7%
Not currently working due to family obligations 7.2% 0.0%
Other reason 25.0% 19.7%
SOURCE: 2010 Survey of CUNY Medical Assistant Graduates
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 39
Career Plans All graduates were asked to envision their careers in five years. A majority of graduates
envisioned themselves working in healthcare, although few saw themselves working as a
medical assistant in five years.
• Fifty-two percent of AAS graduates and 77 percent of Certificate graduates see themselves
working primarily in healthcare in the five years.
• Eleven percent of AAS graduates envision themselves working as medical assistants in five
years. Nineteen percent of Certificate graduates shared that sentiment.
Table 20. Career Plans: All Graduates
Bronx AAS QCC Cert
In what primary position do you see yourself in five years?
Working as a medical assistant 10.5% 18.9%
Working in another healthcare position 41.0% 57.7%
Working in a position outside of healthcare 27.4% 3.8%
Taking care of children or other family members 0.0% 1.6%
Pursuing further education 16.9% 6.2%
Doing something else 4.3% 11.8%
SOURCE: 2010 Survey of CUNY Medical Assistant Graduates
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 40
VIII CONCLUDING COMMENTS
Passage of the Patient Protection and Affordable Care Act (ACA) is accelerating ongoing
changes in the healthcare delivery system including trends toward community-based services,
patient-centered medical homes, care coordination among multiple providers, a multi-
disciplinary team approach, incorporation of new technologies such as electronic health records,
and accountability for the total care of the patient. In general, the future healthcare delivery
system will be more focused on primary and preventive care and will emphasize effective
management of chronic diseases. These trends are emerging within Federally Qualified Health
Centers, patient centered medical homes, hospital-affiliated ambulatory care clinics,
“accountable care organizations” and other service settings.
Regardless of the venue or service delivery model the success of these reforms will ultimately
depend on the quality of the workforce. Federally funded reimbursement innovations such as
“bundled payments” are accelerating reform efforts by aligning payments for services delivered
across an episode of care rather than paying for services separately. Thus, new reimbursement
methodologies are encouraging coordination of care among providers, promoting workforce
flexibility, and creating financial incentives to develop new career ladders for frontline workers.
Community health centers (CHCs) and hospital affiliated ambulatory clinics are integral parts of
the primary care delivery system. The Community Health Center Workforce in New York study,
conducted by the Center for Health Workforce Studies (McGinnis, Martiniano & Moore, 2011),
showed that MAs are the critical frontline workers within the community health center (CHC)
model. Among the key findings was that the health care workers employed in the greatest
numbers by CHCs were MAs, but they were also among the most difficult personnel to retain. A
lack of career ladder opportunities contributes to their high turnover. With funding through the
ACA, CHCs are expected to expand and they anticipate hiring increasing numbers of MAs.
These findings corroborate the existing literature on the medical assisting workforce, detailed in
the introduction of the current report.
MAs are employed in large numbers across all ambulatory care settings. According to the
CHWS’ Supply of and Demand for Medical Assistants in New York City report (Moore &
CUNY: Overview of the Medical Assisting Profession & Survey of Graduates (1999-2000 to 2009-2010) February 2012
Office of the University Dean for Health and Human Services, CUNY 41
Langelier, 2011), based on data drawn from the American Community Survey, although 35% of
all MAs in NYC are employed in physician offices, 30% are employed by hospitals. MAs are not
licensed in any states but recently our SED Office of the Professions responded to their creeping
scope of practice by officially listing tasks that they should not perform without proper
supervision (NYSED, 2010). At the same time the role of MAs continues to evolve as health
reform provides incentives to use allied health personnel on multi-disciplinary teams to deliver
culturally competent primary and preventive care. The diversity of the medical assisting
workforce in NYC-36% are Latino and 31% are Black-is viewed as an asset by providers who
serve racially and ethnically diverse populations.
Career ladder models for MAs are proliferating, as demonstrated by the 2010-2011 Innovative
Workforce Models in Health Care series of case studies conducted by the University of
California-San Francisco’s Center for the Health Professions (Blash, Chapman, & Dower, 2010
a-c, 2011 a-d; Blash, Dower & Chapman, 2010a, 2010b, 2011a-c). Implementation of these
redesigns has led to positive outcomes including decreases in wait times, no-show rates, re-
hospitalizations and staff turnover. The MAs involved in these pilots reported feeling more
confident, satisfied, engaged and skilled in their roles. There is a shortage of experienced and
trained MAs to meet the significant changes in job requirements that are needed for improved
patient care management at CHCs and ambulatory clinics. Many of the changes require a more
sophisticated frontline worker with a broader scope of responsibility and practice. MAs are
increasingly working as health coaches and community educators, as partners with patients and
their families, as members of multi-disciplinary teams and as active users of electronic health
records. As a consequence of these dramatic reforms and the concurrent organizational
restructuring and job redesigns, frontline workers who do not have the increased knowledge and
competencies to make the transition to the new service paradigm are more likely to be at risk of
losing their jobs.
CUNY has designed a credited, college-level certificate to train incumbent medical assistants as
health coaches. The training program enhances workers’ job skills and expands their knowledge
base. It also provides an opportunity for upgrading and career mobility which will help to retain
this important cadre of frontline workers.
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Office of the University Dean for Health and Human Services, CUNY 42
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