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Curriculum Change WorkbookMedical Assisting Education Board

2015 Standards - MAERB Core Curriculum

Table of ContentsIntroduction and Organization of Material..............................................................................................................................................................1

Part 1: Current Program Schedule and Courses.......................................................................................................................................................3

Part 2: Proposed Program Schedule and Courses....................................................................................................................................................4

Part 3: Background.................................................................................................................................................................................................. 5

Part 4: Complete Description of the Changes..........................................................................................................................................................6

Part 5: Distribution of the MAERB Core Curriculum.................................................................................................................................................7

Cognitive Objectives............................................................................................................................................................................................ 7

Psychomotor Competencies..............................................................................................................................................................................18

Affective Competencies.....................................................................................................................................................................................24

Part 6: Syllabi........................................................................................................................................................................................................ 26

Introduction and Organization of MaterialBased upon MAERB Policy 235, it is required to report the following curriculum changes to the MAERB Accreditation office:

a. Addition or deletion of coursesb. Change in the method of delivery modality c. A change in the total number of clock or credit hours d. Redistribution of course content without a credit change

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e. Renumbering, renaming or re-sequencing of courses

For each of these above-listed scenarios, MAERB requests that you describe the changes in a cover letter, which is to be sent to your program’s Case Manager via email, along with electronic copies of all revised syllabi. The cover letter should include the reason for the change, a brief description of the modifications, the timing and implementation of the change, and a statement regarding the number of clock/credit hours before and after the change.

The procedure for submitting the change, however, can vary according to the specific change, as some changes require you to submit a completed curriculum change workbook. Prior to submitting anything to the office, it is recommended that you contact your Case Manager in order to ascertain the process that will be most effective for the curriculum change that is planned for a specific program.

The following two changes require submission of a completed curriculum change workbook, along with the same above-requested cover letter and electronic copies of all revised syllabi.

1. Addition or deletion of courses (if the course contains the MAERB core curriculum)2. More than a 10% change in the cumulative clock or credit hours of the program’s curriculum

If there is a change in method of delivery that includes the teaching and assessing of the psychomotor competencies in either “Foundations of Clinical Practices” or “Safety and Emergency Practices” through a distance education modality (see policy 132 for more details), then there is a special workbook, Teaching Invasive or Protective Competencies via Distance Education (TIPCDE), that must be completed. You will need to contact your Case Manager for the TIPCDE Workbook. The syllabi that you submit should have very abbreviated titles of ten characters or less, as the model below outlines:

When MAERB approves your curriculum change, the program will be invoiced accordingly, based upon the fee outlined in Policy 115 and the MAERB Accreditation Fee Schedule.

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General InformationTitle of Medical Assisting Program Click here to enter text.Address of Institutional Webpage for Program, if applicable

Click here to enter text.

Award granted Choose an item.

Sponsoring Institution Click here to enter text.Mailing Address 1 Click here to enter text.Mailing Address 2 Click here to enter text.City, State, Zip Click here to enter text.Institution Phone Number (include hyphens)


Website Click here to enter text.

Name and Contact information for person with the central responsibility for the preparation and submission of the Curriculum Change.Workbook.

Name and Credentials Click here to enter text.Title Click here to enter text.Mailing Address Click here to enter text.City, State, Zip Click here to enter text.Phone Number (include hyphens) Click here to enter text.Email Click here to enter text.

OverviewLength of current program in months

Click here to enter text. Length of proposed program in months


Current system of credit or clock hours (highlight which one)

Choose an item. Proposed system of credit or clock hours (highlight which one)

Choose an item.

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Current total number of credit or clock hours

Click here to enter text. Proposed total number of credit or clock hours


Current type of academic terms (semester, quarters, blocks)

Choose an item. Proposed type of academic terms (semester, quarters, blocks)

Choose an item.

Part 1: Current Program Schedule and CoursesPlease list the courses within the medical assisting program that the students are required to take currently, prior to any proposed change. It is not necessary to list the general education courses. The only courses that should be listed are the ones that contain the MAERB Core Curriculum.

Course Number

Course Title # of Lecture Hours

# of Lab hours

# of credits (if applicable)

Cognitive objectives taught (yes/no)

Psychomotor/Affective Competencies taught (yes/no)

Term Taken

Prerequisite, if any

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Part 2: Proposed Program Schedule and CoursesPlease list the courses that the students will be required to take after the proposed change. It is not necessary to list the general education courses. The only courses that should be listed are the ones that contain the MAERB Core Curriculum.

Course Course Title # of Lecture # of Lab # of credits Cognitive Psychomotor/Affective Term Taken Prerequisite, if

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Number Hours hours (if applicable) objectives taught (yes/no)

Competencies taught (yes/no)

any

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Part 3: Background What are the reasons for this proposed change in the program’s curriculum?

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In what ways did your advisory committee provide input to and assist in developing this proposed change?


What new resources are necessary due to the proposed change in the program, and how will they be acquired?


What institutional process did you need to follow in order to put the curriculum change into place?


Do you anticipate that these proposed changes will affect the program outcomes (retention, job placement, employer and graduate satisfaction, and certifying exam participation and passage)?


Part 4: Complete Description of the ChangesPlease go into detail about the nature of the changes. For example, if you have shifted the sequence of the courses as well as cut down on the number of credit hours, explain the shift of sequence and why some credit hours were eliminated. If, for example, you determined that an entire “content area” of the MAERB Core Curriculum needed to be taught in a completely different course, explain why that determination was made. If you have determined to incorporate a two-part practicum, explain in detail how you will ensure that the students will cover and be assessed on the appropriate cognitive objectives and psychomotor and affective competencies prior to their being put into place. Details will be very important in understanding the context of the change. of 27January 2016


Part 5: Proposed Distribution of the MAERB Core CurriculumCognitive Objectives

Course Number (e.g., MED 101, MED 107)

Crosswalk (if applicable) If the program creates its own course learning objectives and does not use the number and precise language of the cognitive objective on the syllabus, include the course learning objective listed on syllabus that covers the specific objective.

I.C Anatomy & Physiology

I.C.1. Describe structural organization of the human body Enter here. Enter here.I.C.2. Identify body systems Enter here. Enter here.I.C.3. Describe:

a. body planes Enter here. Enter here.b. directional terms Enter here. Enter here.c. quadrants Enter here. Enter here.d. body cavities Enter here. Enter here.

I.C.4. List major organs in each body system Enter here. Enter here.

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I.C.5. Identify the anatomical location of major organs in each body system

Enter here. Enter here.

I.C.6. Compare structure and function of the human body across the life span


I.C.7. Describe the normal function of each body system Enter here. Enter here.I.C.8. Identify common pathology related to each body system including:

a. signs Enter here. Enter here.b. symptoms Enter here. Enter here.c. etiology Enter here. Enter here.

I.C.9. Analyze pathology for each body system including:a. diagnostic measures Enter here. Enter here.b. treatment modalities Enter here. Enter here.

I.C.10. Identify CLIA waived tests associated with common diseases


I.C.11. Identify the classifications of medications including: a. indications for use Enter here. Enter here.b. desired effects Enter here. Enter here.c. side effects Enter here. Enter here.d. adverse reactions Enter here. Enter here.

I.C.12. Identify quality assurance practices in healthcare Enter here. Enter here.I.C.13. List principles and steps of professional/provider CPR


I.C.14. Describe basic principles of first aid as they pertain to the ambulatory healthcare setting


II.C Applied MathematicsII.C.1. Demonstrate knowledge of basic math computations


II.C.2. Apply mathematical computations to solve equations


II.C.3. Define basic units of measurement in:

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a. the metric system Enter here. Enter here.b. the household system Enter here. Enter here.

II.C.4. Convert among measurement systems Enter here. Enter here.II.C.5. Identify abbreviations and symbols used in calculating medication dosages


II.C.6. Analyze healthcare results as reported in: a. graphs Enter here. Enter here.b. tables Enter here. Enter here.

III.C Infection ControlIII.C.1. List major types of infectious agents Enter here. Enter here.III.C.2. Describe the infection cycle including:

a. the infectious agent Enter here. Enter here.b. reservoir Enter here. Enter here.c. susceptible host Enter here. Enter here.d. means of transmission Enter here. Enter here.e. portals of entry Enter here. Enter here.f. portals of exit Enter here. Enter here.

III.C.3. Define the following as practiced within an ambulatory care setting:


a. medical asepsis Enter here. Enter here.b. surgical asepsis Enter here. Enter here.

III.C.4. Identify methods of controlling the growth of microorganisms


III.C.5. Define the principles of standard precautions Enter here. Enter here.III.C.6. Define personal protective equipment (PPE) for:

a. all body fluids, secretions and excretions Enter here. Enter here.b. blood Enter here. Enter here.c. non-intact skin Enter here. Enter here.d. mucous membranes Enter here. Enter here.

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III.C.7. Identify Center for Disease Control (CDC) regulations that impact healthcare practices


IV.C NutritionIV.C.1. Describe dietary nutrients including:

a. carbohydrates Enter here. Enter here.b. fat Enter here. Enter here.c. protein Enter here. Enter here.d. minerals Enter here. Enter here.e. electrolytes Enter here. Enter here.f. vitamins Enter here. Enter here.g. fiber Enter here. Enter here.h. water Enter here. Enter here.

IV.C.2. Define the function of dietary supplements Enter here. Enter here.IV.C.3. Identify the special dietary needs for:

a. weight control Enter here. Enter here.b. diabetes Enter here. Enter here.c. cardiovascular disease Enter here. Enter here.d. hypertension Enter here. Enter here.e. cancer Enter here. Enter here.

f. lactose sensitivity Enter here. Enter here.g. gluten-free Enter here. Enter here.h. food allergies Enter here. Enter here.

V.C Concepts of Effective CommunicationV.C.1. Identify styles and types of verbal communication Enter here. Enter here.V.C.2. Identify types of nonverbal communication Enter here. Enter here.V.C.3. Recognize barriers to communication Enter here. Enter here.V.C.4. Identify techniques for overcoming communication barriers


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V.C.5. Recognize the elements of oral communication using a sender-receiver process


V.C.6. Define coaching a patient as it relates to:a. health maintenance Enter here. Enter here.b. disease prevention Enter here. Enter here.c. compliance with treatment plan Enter here. Enter here.d. community resources Enter here. Enter here.e. adaptations relevant to individual patient

needsEnter here. Enter here.

V.C.7. Recognize elements of fundamental writing skills Enter here. Enter here.V.C.8. Discuss applications of electronic technology in professional communication


V.C.9. Identify medical terms labeling the word parts Enter here. Enter here.V.C.10. Define medical terms and abbreviations related to all body systems

Enter here.

V.C.11. Define the principles of self-boundaries Enter here. Enter here.V.C.12. Define patient navigator Enter here. Enter here.V.C.13. Describe the role of the medical assistant as a patient navigator

Enter here.

V.C.14. Relate the following behaviors to professional communication:

a. assertive Enter here. Enter here.b. aggressive Enter here. Enter here.c. passive Enter here. Enter here.

V.C.15. Differentiate between adaptive and non-adaptive coping mechanismsV.C.16. Differentiate between subjective and objective information


V.C.17. Discuss the theories of:a. Maslow Enter here. Enter here.b. Erikson Enter here. Enter here.

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c. Kubler-Ross Enter here. Enter here.V.C.18. Discuss examples of diversity:

a. cultural Enter here. Enter here.b. social Enter here. Enter here.c. ethnic Enter here. Enter here.

VI.C Administrative FunctionsVI.C.1. Identify different types of appointment scheduling methods


VI.C.2. Identify advantages and disadvantages of the following appointment systems

a. manual Enter here. Enter here.b. electronic Enter here. Enter here.

VI.C.3. Identify critical information required for scheduling patient procedures


VI.C.4. Define types of information contained in the patient’s medical record


VI.C.5. Identify methods of organizing the patient’s medical record based on:

a. problem-oriented medical record (POMR) Enter here. Enter here.b. source-oriented medical record (SOMR) Enter here. Enter here.

VI.C.6. Identify equipment and supplies needed for medical records in order to:

a. Create Enter here. Enter here.b. Maintain Enter here. Enter here.c. Store Enter here. Enter here.

VI.C.7. Describe filing indexing rules Enter here. Enter here.VI.C.8. Differentiate between electronic medical records (EMR) and a practice management system


VI.C.9. Explain the purpose of routine maintenance of administrative and clinical equipment


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VI.C.10. List steps involved in completing an inventory Enter here. Enter here.

VI.C.11. Explain the importance of data back-up Enter here. Enter here.VI.C.12. Explain meaningful use as it applies to EMR Enter here. Enter here.

VII.C Basic Practice FinancesVII.C.1. Define the following bookkeeping terms:

a. charges Enter here. Enter here.b. payments Enter here. Enter here.c. accounts receivable Enter here. Enter here.d. accounts payable Enter here. Enter here.e. adjustments Enter here. Enter here.

VII.C.2. Describe banking procedures as related to the ambulatory care setting


VII.C.3. Identify precautions for accepting the following types of payments:

a. cash Enter here. Enter here.b. check Enter here. Enter here.c. credit card Enter here. Enter here.d. debit card Enter here. Enter here.

VII.C.4. Describe types of adjustments made to patient accounts including:

a. non-sufficient funds (NSF) check Enter here. Enter here.b. collection agency transaction Enter here. Enter here.c. credit balance Enter here. Enter here.d. third party Enter here. Enter here.

VII.C.5. Identify types of information contained in the patient's billing record


VII.C.6. Explain patient financial obligations for services rendered


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VIII.C Third Party ReimbursementVIII.C.1. Identify:

a. types of third party plans Enter here. Enter here.b. information required to file a third party claim Enter here. Enter here.c. the steps for filing a third party claim Enter here. Enter here.

VIII.C.2. Outline managed care requirements for patient referral


VIII.C.3. Describe processes for:a. verification of eligibility for services Enter here. Enter here.b. precertification Enter here. Enter here.c. preauthorization Enter here. Enter here.

VIII.C.4. Define a patient-centered medical home (PCMH) Enter here. Enter here.VIII.C.5. Differentiate between fraud and abuse Enter here. Enter here.

IX.C Procedural and Diagnostic CodingIX.C.1. Describe how to use the most current procedural coding system


IX.C.2. Describe how to use the most current diagnostic coding classification system


IX.C.3. Describe how to use the most current HCPCS level II coding system


IX.C.4. Discuss the effects of:a. upcoding Enter here. Enter here.b. downcoding Enter here. Enter here.

IX.C.5. Define medical necessity as it applies to procedural and diagnostic coding


X.C Legal ImplicationsX.C.1. Differentiate between scope of practice and standards of care for medical assistants


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X.C.2. Compare and contrast provider and medical assistant roles in terms of standard of care


X.C.3. Describe components of the Health Insurance Portability & Accountability Act (HIPAA)


X.C.4. Summarize the Patient Bill of Rights Enter here. Enter here.X.C.5. Discuss licensure and certification as they apply to healthcare providers


X.C.6. Compare criminal and civil law as they apply to the practicing medical assistant


X.C.7. Define:a. negligence Enter here. Enter here.b. malpractice Enter here. Enter here.c. statute of limitations Enter here. Enter here.d. Good Samaritan Act(s) Enter here. Enter here.e. Uniform Anatomical Gift Act Enter here. Enter here.f. living will/advanced directives Enter here. Enter here.g. medical durable power of attorney Enter here. Enter here.h. Patient Self Determination Act (PSDA) Enter here. Enter here.i. risk management Enter here. Enter here.

X.C.8. Describe the following types of insurance:a. liability Enter here. Enter here.b. professional (malpractice) Enter here. Enter here.c. personal injury Enter here. Enter here.

X.C.9. List and discuss legal and illegal applicant interview questions


X.C.10. Identify:a. Health Information Technology for Economic

and Clinical Health (HITECH) ActEnter here. Enter here.

b. Genetic Information Nondiscrimination Act of 2008 (GINA)


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c. Americans with Disabilities Act Amendments Act (ADAAA)


X.C.11. Describe the process in compliance reporting:a. unsafe activities Enter here. Enter here.b. errors in patient care Enter here. Enter here.c. conflicts of interest Enter here. Enter here.d. incident reports Enter here. Enter here.

X.C.12. Describe compliance with public health statutes:a. communicable diseases Enter here. Enter here.b. abuse, neglect, and exploitation Enter here. Enter here.c. wounds of violence Enter here. Enter here.

X.C.13. Define the following medical legal terms:a. informed consent Enter here. Enter here.b. implied consent Enter here. Enter here.c. expressed consent Enter here. Enter here.d. patient incompetence Enter here. Enter here.e. emancipated minor Enter here. Enter here.f. mature minor Enter here. Enter here.g. subpoena duces tecum Enter here. Enter here.h. respondent superior Enter here. Enter here.i. res ipsa loquitor Enter here. Enter here.j. locum tenens Enter here. Enter here.k. defendant-plaintiff Enter here. Enter here.l. deposition Enter here. Enter here.m. arbitration-mediation Enter here. Enter here.n. Good Samaritan laws Enter here. Enter here.

XI.C Ethical ConsiderationsXI.C.1. Define:

a. ethics Enter here. Enter here.

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b. morals Enter here. Enter here.XI.C.2. Differentiate between personal and professional ethics


XI.C.3. Identify the effect of personal morals on professional performance


XII.C Protective PracticesXII.C.1. Identify:

a. safety signs Enter here. Enter here.b. symbols Enter here. Enter here.c. labels Enter here. Enter here.

XII.C.2. Identify safety techniques that can be used in responding to accidental exposure to:

a. blood Enter here. Enter here.b. other body fluids Enter here. Enter here.c. needle sticks Enter here. Enter here.d. chemicals Enter here. Enter here.

XII.C.3. Discuss fire safety issues in an ambulatory healthcare environment


XII.C.4. Describe fundamental principles for evacuation of a healthcare setting


XII.C.5. Describe the purpose of Safety Data Sheets (SDS) in a healthcare setting


XII.C.6. Discuss protocols for disposal of biological chemical materials


XII.C.7. Identify principles of:a. body mechanics Enter here. Enter here.b. ergonomics Enter here. Enter here.

XII.C.8. Identify critical elements of an emergency plan for response to a natural disaster or other emergency


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Psychomotor Competencies


If the program creates its own course learning objectives and does not use the number and precise language of the psychomotor competency on the syllabus, include the course learning objective listed on syllabus that covers the specific competency.

I.P Anatomy & Physiology I.P.1. Measure and record:

a. blood pressure Enter here. Enter here.b. temperature Enter here. Enter here.c. pulse Enter here. Enter here.d. respirations Enter here. Enter here.e. height Enter here. Enter here.f. weight Enter here. Enter here.g. length (infant) Enter here. Enter here.h. head circumference (infant) Enter here. Enter here.i. pulse oximetry Enter here. Enter here.

I.P.2. Perform:a. electrocardiography Enter here. Enter here.b. venipuncture Enter here. Enter here.c. capillary puncture Enter here. Enter here.d. pulmonary function testing Enter here. Enter here.

I.P.3. Perform patient screening using established protocols


I.P.4. Verify the rules of medication administration:a. right patient Enter here. Enter here.b. right medication Enter here. Enter here.c. right dose Enter here. Enter here.d. right route Enter here. Enter here.e. right time Enter here. Enter here.f. right documentation Enter here. Enter here.

I.P.5. Select proper sites for administering parenteral medication


I.P.6. Administer oral medications Enter here. Enter here.

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I.P.7. Administer parenteral (excluding IV) medications Enter here. Enter here.I.P.8. Instruct and prepare a patient for a procedure or a treatment


I.P.9. Assist provider with a patient exam Enter here. Enter here.I.P.10. Perform a quality control measure Enter here. Enter here.I.P.11. Obtain specimens and perform: Enter here. Enter here.

a. CLIA waived hematology test Enter here. Enter here.b. CLIA waived chemistry test Enter here. Enter here.c. CLIA waived urinalysis Enter here. Enter here.d. CLIA waived immunology test Enter here. Enter here.e. CLIA waived microbiology test Enter here. Enter here.

I.P.12. Produce up-to-date documentation of provider/professional level CPR


I.P.13. Perform first aid procedures for:a. bleeding Enter here. Enter here.b. diabetic coma or insulin shock Enter here. Enter here.c. fractures Enter here. Enter here.d. seizures Enter here. Enter here.e. shock Enter here. Enter here.f. syncope Enter here. Enter here.

II.P Applied Mathematics II.P.1. Calculate proper dosages of medication for administration


II.P.2. Differentiate between normal and abnormal test results


II.P.3. Maintain lab test results using flow sheets Enter here. Enter here.

II.P.4. Document on a growth chart Enter here. Enter here.

III.P Infection Control III.P.1. Participate in bloodborne pathogen training Enter here. Enter here.

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III.P.2. Select appropriate barrier/personal protective equipment (PPE)


III.P.3. Perform handwashing Enter here. Enter here.III.P.4. Prepare items for autoclaving Enter here. Enter here.III.P.5. Perform sterilization procedures Enter here. Enter here.III.P.6. Prepare a sterile field Enter here. Enter here.III.P.7. Perform within a sterile field Enter here. Enter here.III.P.8. Perform wound care Enter here. Enter here.III.P.9. Perform dressing change Enter here. Enter here.III.P.10. Demonstrate proper disposal of biohazardous material

a. sharps Enter here. Enter here.b. regulated wastes Enter here. Enter here.

IV.P Nutrition IV.P.1. Instruct a patient according to patient’s special dietary needs


V.P Concepts of Effective Communication V.P.1. Use feedback techniques to obtain patient information including:

a. reflection Enter here. Enter here.b. restatement Enter here. Enter here.c. clarification Enter here. Enter here.

V.P.2. Respond to nonverbal communication Enter here. Enter here.V.P.3. Use medical terminology correctly and pronounced accurately to communicate information to providers and patients


V.P.4. Coach patients regarding:a. office policies Enter here. Enter here.b. health maintenance Enter here. Enter here.c. disease prevention Enter here. Enter here.

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d. treatment plan Enter here. Enter here.V.P.5. Coach patients appropriately considering:

a. cultural diversity Enter here. Enter here.b. developmental life stage Enter here. Enter here.c. communication barriers Enter here. Enter here.

V.P.6. Demonstrate professional telephone techniques Enter here. Enter here.V.P.7. Document telephone messages accurately Enter here. Enter here.V.P.8. Compose professional correspondence utilizing electronic technology


V.P.9. Develop a current list of community resources related to patients’ healthcare needs


V.P.10. Facilitate referrals to community resources in the role of a patient navigator


V.P.11. Report relevant information concisely and accurately


VI.P Administrative FunctionsVI.P.1. Manage appointment schedule using established priorities


VI.P.2. Schedule a patient procedure Enter here. Enter here.VI.P.3. Create a patient’s medical record Enter here. Enter here.VI.P.4. Organize a patient’s medical record Enter here. Enter here.VI.P.5. File patient medical records Enter here. Enter here.VI.P.6. Utilize an EMR Enter here. Enter here.VI.P.7. Input patient data utilizing a practice management system


VI.P.8. Perform routine maintenance of administrative or clinical equipment


VI.P.9. Perform an inventory with documentation Enter here. Enter here. VII.P Basic Practice Finances

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VII.P.1. Perform accounts receivable procedures to patient accounts including posting:

a. charges Enter here. Enter here.b. payments Enter here. Enter here.c. adjustments Enter here. Enter here.

VII.P.2. Prepare a bank deposit Enter here. Enter here.VII.P.3. Obtain accurate patient billing information Enter here. Enter here.VII.P.4. Inform a patient of financial obligations for services rendered


VIII.P Third Party ReimbursementVIII.P.1. Interpret information on an insurance card Enter here. Enter here.VIII.P.2. Verify eligibility for services including documentation


VIII.P.3. Obtain precertification or preauthorization including documentation


VIII.P.4. Complete an insurance claim form Enter here. Enter here. IX.P Procedural and Diagnostic Coding IX.P.1. Perform procedural coding Enter here. Enter here.IX.P.2. Perform diagnostic coding Enter here. Enter here.IX.P.3. Utilize medical necessity guidelines Enter here. Enter here. X.P Legal ImplicationsX.P.1. Locate a state’s legal scope of practice for medical assistants


X.P.2. Apply HIPAA rules in regard to:a. privacy Enter here. Enter here.b. release of information Enter here. Enter here.

X.P.3. Document patient care accurately in the medical record


X.P.4. Apply the Patient’s Bill of Rights as it relates to:

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a. choice of treatment Enter here. Enter here.b. consent for treatment Enter here. Enter here.c. refusal of treatment Enter here. Enter here.

X.P.5. Perform compliance reporting based on public health statutes


X.P.6. Report an illegal activity in the healthcare setting following proper protocol


X.P.7. Complete an incident report related to an error in patient care


XI.P Ethical ConsiderationsXI.P.1. Develop a plan for separation of personal and professional ethics


XI.P.2. Demonstrate appropriate response(s) to ethical issues


XII.P Protective PracticesXII.P.1. Comply with:

a. safety signs Enter here. Enter here.b. symbols Enter here. Enter here.c. labels Enter here. Enter here.

XII.P.2. Demonstrate proper use of:a. eyewash equipment Enter here. Enter here.b. fire extinguishers Enter here. Enter here.c. sharps disposal containers Enter here. Enter here.

XII.P.3. Use proper body mechanics Enter here. Enter here.XII.P.4. Participate in a mock exposure event with documentation of specific steps


XII.P.5. Evaluate the work environment to identify unsafe working conditions


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Affective Competencies


If the program creates its own course learning objectives and does not use the number and precise language of the affective competency on the syllabus, include the course learning objective listed on syllabus that covers the specific competency.

I.A Anatomy & Physiology I.A.1. Incorporate critical thinking skills when performing patient assessment


I.A.2. Incorporate critical thinking skills when performing patient care


I.A.3. Show awareness of a patient’s concerns related to the procedure being performed


II.A Applied MathematicsII.A.1. Reassure a patient of the accuracy of the test results Enter here. Enter here. III.A Infection ControlIII.A.1. Recognize the implications for failure to comply with Center for Disease Control (CDC) regulations in healthcare settings


IV.A NutritionIV.A.1. Show awareness of patient’s concerns regarding a dietary change


V.A Concept of Effective Communication V.A.1. Demonstrate:

a. empathy Enter here. Enter here.b. active listening Enter here. Enter here.c. nonverbal communication Enter here. Enter here.

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V.A.2. Demonstrate the principles of self-boundaries Enter here. Enter here.V.A.3. Demonstrate respect for individual diversity including:

a. gender Enter here. Enter here.b. race Enter here. Enter here.c. religion Enter here. Enter here.d. age Enter here. Enter here.e. economic status Enter here. Enter here.f. appearance Enter here. Enter here.

V.A.4. Explain to a patient the rationale for performance of a procedure


VI.A Administrative Functions

VI.A.1. Display sensitivity when managing appointments Enter here. Enter here.

VII.A Basic Practice FinancesVII.A.1. Demonstrate professionalism when discussing patient's billing record


VII.A.2. Display sensitivity when requesting payment for services rendered


VIII.A Third Party ReimbursementVIII.A.1. Interact professionally with third party representatives


VIII.A.2. Display tactful behavior when communicating with medical providers regarding third party requirements


VIII.A.3. Show sensitivity when communicating with patients regarding third party requirements


IX.A Procedural and Diagnostic Coding IX.A.1. Utilize tactful communication skills with medical providers to ensure accurate code selection


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X.A Legal ImplicationsX.A.1. Demonstrate sensitivity to patient rights Enter here. Enter here.X.A.2. Protect the integrity of the medical record Enter here. Enter here.

XI.A Ethical ConsiderationsXI.A.1. Recognize the impact personal ethics and morals have on the delivery of healthcare


XII.A Protective PracticesXII.A.1. Recognize the physical and emotional effects on persons involved in an emergency situation


XII.A.2. Demonstrate self-awareness in responding to an emergency situation


Part 6: SyllabiPlease attach the complete set of syllabi for the proposed changes, along with your cover letter and this completed curriculum change workbook.

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introduction and organization of material - maerb 2015.docx · web viewthe procedure for...

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