Peralta Community College District Course Outline s3

PERALTA COMMUNITY COLLEGE DISTRICT COURSE OUTLINE

COLLEGE: Merritt DATE OF OUTLINE: 4/9/09

Kathy Bauer DATE OF CURRICULUM 4/9/09 ORIGINATOR: COMMITTEE APPROVAL:

DIVISION/DEPARTMENT: Division II/Medical Assisting EFF TERM: S10

1. REQUESTED CREDIT CLASSIFICATION (check one only): Degree Credit Non-Degree Credit Non-Credit Community Service (Fee-Based) Not-for-Credit (Contract Ed.)

2. DEPT/COURSE NO: 3. COURSE TITLE: Medas 201C Medical Assisting: Office Administration

4. COURSE: NEW REVISION/SUBSTANTIVE CHANGE UPDATE ONLY TOP NO: 1208.10

5. UNITS: 5 HRS/WK LEC: 5 HRS/WK LAB:

6. COURSE LENGTH: SEMESTER SHORT-TERM Short-Term No. of Weeks: ___ Short-Term No. of Lecture Hrs: ___ Short-Term No. of Lab Hrs: ___

7. NO. OF TIMES OFFERED AS SELECTED TOPIC: ___ AVERAGE ENROLLMENT: ___

8. JUSTIFICATION FOR COURSE: This course is one of three courses that prepare students for entry-level positions as medical assistants. Students are taught to assist physicians caring for clients in clinics and offices. Originally, the Medical Assisting program was requested by three local health clinics (the Native American, Spanish Unity Council/La Clínica de la Raza, and Asian Health clinics) who are seeking bilingual medical assistants to assist with the population that they each serve. It included one 18-unit course. The program/course content is being revised to: meet the regulations established by the State of California and educate students to safely demonstrate entry-level competencies, which satisfy industry needs, and prepare graduates for certification. The course content of Medas 201 is being divided into two courses, Medas 201A and Medas 201B. A third course covering medical office administration is being added to the program curriculum. Upon completion of Medas 201A and Medas 201B, students are eligible for a 180-hour externship working in local medical offices and clinics.

Medas 201C is being added to the Medical Assisting curriculum because many employers are now requesting that the medical assistant have basic training in front-office management as well as in the clinical examination area. Medas 201C is an optional component to the Medical Assisting curriculum and may be taken concurrently with Medas 201A and 201B or after completion of these two courses.

The Bureau of Labor Statistics predicts that job prospects for medical assistants should be excellent between 2006 and 2016. Employment of qualified medical assistants is projected to grow by 35 percent over the 2006- 16 decade. By expanding this program, we will be meeting the needs of our community and our students

9. COURSE/CATALOG DESCRIPTION:

Introduction to medical office administration: Medical office reception, finances, medical infomatics, insurance billing, and office management.

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DEPARTMENT/NUMBER/TITLE: Medas 201C, Medical Assisting: Office Administration

10. OTHER CATALOG INFORMATION: a. Modular: Yes No If yes, how many modules b. Open entry/open exit: Yes No c. Grading policy: (1) Credit/No-credit (2) Letter grade only (3) Both letter grade or credit/no-credit d. Eligible for credit by exam: Yes No e. Repeatable according to state guidelines: Yes No If yes, number of allowable repeats: ___

f. Required for degree/certificate (specify):

g. Meets GE/Transfer requirements (specify):

h. Are there prerequisites/corequisites/recommended preparation for this course? Yes No If yes, pages 6 and 7 must be completed. Date of last prereq/coreq validation: 4/9/09

11. LIST STUDENT PERFORMANCE OBJECTIVES (EXIT SKILLS): (Objectives must define the exit skills required of students and include criteria identified in Items 12, 14, and 15 - critical thinking, essay writing, problem solving, written/verbal communications, computational skills, working with others, workplace needs,

The student will be able to: 1.Spell and define key terms. 2.Summarize the role and responsibilities of an Administrative Medical Assistant. 3.List the prerequisite knowledge necessary to begin the Medical Assistant course of study. 4.State the multiple responsibilities and roles of the Administrative Medical Assistant. 5.Identify the training necessary to function as an Administrative Medical Assistant. 6.Cite the legal requirements to function as a Medical Assistant in the State of California. 7.Discuss the salary range paid by various types of facilities in selected geographic locations. 8.Discuss the various organizations available for certification, promotion of professionalism, and continuing education opportunities. 9.List additional career opportunities available in the health care field.

SCANS competencies, all aspects of the industry, etc. See SCANS/All Aspects of Industry Worksheet.

12A. COURSE CONTENT: (List major topics in sequence; address objectives listed in #11 above. Degree applicable course must be taught at college level; see definition. List percent of time spent on each topic. Also, differentiate content of each level, when levels are assigned.) Lecture and lab content are to be listed separately.

Theory: Module A: Medical Office Receptionist 15% Module B: Medical Office Records 15% Module C: Medical Office Finances 15% Module D: Medical Office Insurance Billing 35% Module E: Medical Office Management 20% Total: 100%

13. METHODS OF INSTRUCTION: (List methods used to present course content.)

Lecture and discussion PowerPoint and video presentations Small group presentations and discussion Computer-based tutorials and interactive training Demonstrations Guest lecturers Student projects Role play Worksheets

14. ASSIGNMENTS: 20 hours/week. (List all assignments, including library assignments. Requires two (2) hours of independent work outside of class for each unit/weekly lecture hour. Outside assignments are not required for lab-only courses, although they can be given.)

Lecture 1. Assigned text readings and related articles. 2. Workbook assignments. 3. Computer tutorials. 4. Practice exams. 5. Computer assignments. 6. Student CD.

ASSIGNMENTS ARE: (Check one. See definition of college level.) College level Not college level

15. STUDENT ASSESSMENT (Grades are based on): (Check as many boxes as are applicable. Note: For degree credit, AT LEAST ONE of the first three boxes must be checked. If "ESSAY" is not checked, please explain why here.)

Projects and Assignments Midterm Exam Final Exam Quizzes

ESSAY (Includes "blue book" exams and any written assignment of sufficient length and complexity to require students to select and organize ideas, to explain and support the ideas, and to demonstrate critical thinking skills.)

COMPUTATION SKILLS

NON-COMPUTATIONAL PROBLEM SOLVING (Critical thinking should be demonstrated by solving unfamiliar problems via various strategies.)

SKILL DEMONSTRATION:

MULTIPLE CHOICE

OTHER (Describe.): Group activities, workbook, computer and computer tutorial assignments.

16. TEXTS, READINGS, AND MATERIALS:

A. Textbooks:

AUTHOR TITLE AND EDITION PUBLISHER DATE OF PUBLICATION* Boniwit-West, Kathy; TODAY’S MEDICAL ASSISTANT Saunder’s - Elsevier 2009 Hunt, Sue A. and Clinical and Administrative Procedures Applegate, Edith Boniwit-West, Kathy Study Guide Saunder’s - Elsevier 2009 and Hunt, Sue A. TODAY’S MEDICAL ASSISTANT Clinical and Administrative Procedures *Date is required: Transfer institutions require current publication date(s) within 5 years of outline addition/update.

B. Additional Resources:

1. Library/LRC Materials and Services:

The instructor, in consultation with a librarian, has reviewed the materials and services of the College Library/LRC in the subject areas related to the proposed new course.

Are print materials adequate? Yes No

Are nonprint materials adequate? Yes No

Are electronic/online resources available? Yes No

Are services adequate? Yes No

Specific materials and/or services needed have been identified and discussed. Librarian comments:

Librarian (Signature) Date:

2. Other Resources: Identify types, location, and availability of other resources and materials required for this course.

C. Readings listed in A and B above are: (Check one. See definition of college level.) Primarily college level.

NOT primarily college level.

17. Designate occupational code (check ONE only): A: Apprenticeship course B: Advanced occupational C: Clearly occupational D: Possibly occupational (preparatory; introductory) E: Non-occupational liberal arts or course in an occupational department recommended for non-majors

18. PREREQUISITES, COREQUISITES, AND ADVISORIES ON ENROLLMENT: (Any entry here requires completion of page 7 also. List specific Peralta course(s) by department and course number. The limit in the Peralta District is 4 "AND" and 4 "OR" statements for each prerequisite or corequisite. Do NOT print this page if there is no prerequisite/corequisite or recommended preparation.)

Prerequisites: Medas 201A or or or or and:

or or or or and:

or or or or

and: or or or or

Prerequisite or Corequisites:

Medas 201B or or or or

and: or or or or

Recommended Preparation: Hltoc 201 Engl 201B or 1A Math 250

Program Requirement: Is program acceptance required: Yes No Limit on program enrollment: Yes No Maximum enrollment: _40_

NOTE: Complete a SEPARATE page for EACH prerequisite or corequisite or recommended preparation. Do NOT print these pages if there is no prerequisite/corequisite or recommended preparation. 19. This page applies to a: Prerequisite Corequisite Recommended Preparation List the specific prerequisite or corequisite: DATE OF LAST VALIDATION: 4/9/09 Medas 201A List the specific recommended preparation:

20. Are subject course and pre/corequisite: Sequential Adjunctive (If checked, omit responses to Items #22 and #23 below.) 21. ENTRY SKILLS: (In the following space, list the course content/entry skills required of the pre/corequisite or recommended preparation, i.e., list what the student needs to learn in the pre/corequisite or recommended preparation course that constitutes the entry skills of the subject course of this outline.) Theory objectives: 1. Spell and define key terms. 2. Explain why early innovations in science and medicine were initially rejected or labeled as quackery. 3. Identify significant medical advances during the past 400 years that provided the foundation for today’s orthodox health care practices. 4. Discuss forms of holistic medicine. 5. Discuss the growth and history of the medical assisting profession. 6. Identify members of the health care team. 7. Define the general term “doctor” and list three types of professional doctors. 8. List and define the main functions of at least three types of health care. 9. Identify the scope of practice for the medical assistant in the State of California. 10. List the professional organizations for medical assistant and their purpose. 11. Define the professional qualifications and duties of the medical assistant. 12. Identify desirable character or personality traits needed to become a successful medical assistant. 13. Demonstrate proper professional appearance. 14. Determine the general requirements for obtaining and maintaining a license to practice medicine. 15. Explain how the physician-patient contract is created. 16. Describe the legal obligations of each party once a contract is created. 17. Outline the circumstances under which a physician may be held liable in a malpractice suit. 18. Explain the legal aspects of medical records. 19. Describe the physician and patient’s bill of rights. 20. Specify an example of the principles of medical ethics for physicians and medical assistants. 21. Identify ways to decrease your chances of being sued. 22. List three essential components of communications. 23. Discuss three sources of communication breakdown. 24. List examples of verbal and nonverbal communication. (continued on page 8)

22. CSU/UC CAMPUSES: (Identify in the table below three CSU/UC campuses which require an equivalent pre/ corequisite for a course equivalent to the subject course of this outline. Also state in the table the corresponding course department and numbers for the identified campuses. This is one way to validate a pre/corequisite, but it is not the only way and therefore it is not mandatory to complete this table.) CSU/UC Campus Course Dept/No. Pre/Corequisite No. 1 2 3 23. COMMUNICATIONS, COMPUTATIONAL, NON-SEQUENTIAL PRE/COREQUISITE: (In the following space, explain how the need for the pre/corequisite was validated.)

NOTE: Complete a SEPARATE page for EACH prerequisite or corequisite or recommended preparation. Do NOT print these pages if there is no prerequisite/corequisite or recommended preparation. 19. This page applies to a: Prerequisite Corequisite Recommended Preparation List the specific prerequisite or corequisite: DATE OF LAST VALIDATION: 4/9/09 Medas 201A List the specific recommended preparation:

20. Are subject course and pre/corequisite: Sequential Adjunctive (If checked, omit responses to Items #22 and #23 below.) 21. ENTRY SKILLS: (In the following space, list the course content/entry skills required of the pre/corequisite or recommended preparation, i.e., list what the student needs to learn in the pre/corequisite or recommended preparation course that constitutes the entry skills of the subject course of this outline.) Continued from page 7: 25. State three factors that influence receipt of a message. 26. Identify each of the five levels of Maslow’s Hierarchy of Needs. 27. Identify defense mechanisms. 28. Describe the types of telephone communication and special features. 29. Describe techniques used for effective telephone communications. 30. List nine factors that will enhance customer service and discuss the issue of perception in multiculturalism. 31. Discuss issues related to multicultural personal contact. 32. Identify the dynamics of prejudice. 33. Explain why cultural bias (stereotyping) affects the quality of patient care. 34. List cultural factors that may affect patient care. 35. Identify the major responsibilities of the medical assistant student. 36. Discuss the value of high standards for the medical assistant student. 37. Describe the relationship between achievement standards as a student and future standards as a medical assistant. 38. Outline effective study habits that improve student learning. 39. Develop power reading skills that will lead to better methods of memorizing material for long-term recall. 40. Discuss attitudes toward studying and current study skills habits. 41. Identify learning styles. 42. Demonstrate calculation skills. 43. Calculate a correct sum when adding whole numbers. 44. Calculate a correct difference when using subtraction of whole numbers. 45. Calculate a correct product when using multiplication of whole numbers. 46. Calculate a correct quotient when using division of whole numbers. 47. Demonstrate competency in obtaining correct answers when working with decimals. 48. Define symbols and terms.

NOTE: Complete a SEPARATE page for EACH prerequisite or corequisite or recommended preparation. Do NOT print these pages if there is no prerequisite/corequisite or recommended preparation.

19. This page applies to a: Prerequisite or Corequisite Recommended Preparation List the specific prerequisite or corequisite: DATE OF LAST VALIDATION: 4/9/09 Medas 201B

List the specific recommended preparation:

20. Are subject course and pre/corequisite: Sequential Adjunctive (If checked, omit responses to Items #22 and #23 below.) 21. ENTRY SKILLS: (In the following space, list the course content/entry skills required of the pre/corequisite or recommended preparation, i.e., list what the student needs to learn in the pre/corequisite or recommended preparation course that constitutes the entry skills of the subject course of this outline.)

Students should be able to: Lecture: 1. Spell and define the key terms. 2. Differentiate between standard precautions and transmission-based precautions. 3. List several requirements when following standard precautions. 4. Discuss how to properly clean and decontaminate spills of blood or body fluids. 5. Discuss the disposal of medical wastes, including the information to be found on the label of each container. 6. Determine the relative risk of disease transmission and the type of medical waste generated and its disposal. 7. Define a microorganism and give examples of various types of microorganisms. 8. List several ways the body can defend itself against disease. 9. List the body’s protective mechanisms to infection. 10. Identify and describe conditions that promote the growth and spread of microorganisms. Differentiate between direct and indirect transmission and give an example of each. 11. Identify and describe conditions that promote the growth of pathogens. 12. List, in order, the six links in the chain of infection. 13. Differentiate between medical and surgical asepsis. 14. Devise a workplace information sheet on the levels of infection control. 15. Explain how proper hand washing helps prevent the spread of microorganisms and when hand washing should be performed. 16. List several guidelines to follow in order to maintain medical asepsis. 17. List selected infectious diseases, including the mode of transmission, signs, and symptoms of each. 18. Discuss the purpose, concerns, and selected regulations as related to infection control and the medical assistant. 19. Differentiate, identify, list and discuss the principles essential to safely, accurately, and efficiently prepare clients for examinations. 20. Differentiate, identify, list and discuss the principles essential to safely, accurately, and efficiently perform clinical laboratory testing. 21. Differentiate, identify, list and discuss the principles essential to safely, accurately, and efficiently assist the physician with special procedures. 22. Differentiate, identify, list and discuss the principles essential to safely, accurately, and efficiently assist the physician with minor surgery. 23. Calculate, identify, list, and discuss the principles essential to pharmacology and medication administration. 24. List, define, identify, and discuss principles of pharmacology necessary to safely provide medications to clients. (continued on page 10)

22. CSU/UC CAMPUSES: (Identify in the table below three CSU/UC campuses which require an equivalent pre/ corequisite for a course equivalent to the subject course of this outline. Also state in the table the corresponding course department and numbers for the identified campuses. This is one way to validate a pre/corequisite, but it is not the only way and therefore it is not mandatory to complete this table.)

23. COMMUNICATIONS, COMPUTATIONAL, NON-SEQUENTIAL PRE/COREQUISITE: (In the following space, explain how the need for the pre/corequisite was validated.)

19. This page applies to a: Prerequisite or Corequisite Recommended Preparation List the specific prerequisite or corequisite: DATE OF LAST VALIDATION: 4/9/09 Medas 201B

List the specific recommended preparation:

20. Are subject course and pre/corequisite: Sequential Adjunctive (If checked, omit responses to Items #22 and #23 below.)

21. ENTRY SKILLS: (In the following space, list the course content/entry skills required of the pre/corequisite or recommended preparation, i.e., list what the student needs to learn in the pre/corequisite or recommended preparation course that constitutes the entry skills of the subject course of this outline.) Students should be able to: (continued from page 9) Laboratory: 1. Demonstrate safely, accurately, and efficiently the preparation of clients for examinations. 2. Demonstrate safely, accurately, and efficiently clinical laboratory testing. 3. Demonstrate safely, accurately, and efficiently common special procedures. 4. Demonstrate safely, accurately, and efficiently common clinical laboratory testing. 5. Demonstrate safely, accurately, and efficiently performing skills essential in assisting the physician with minor surgery. 6. Demonstrate safely, accurately, and efficiently performing skills essential to providing medication to clients. 7. Demonstrate safely and accurately therapeutic communication skills.

19. This page applies to a: Prerequisite Corequisite Recommended Preparation List the specific prerequisite or corequisite: DATE OF LAST VALIDATION: 4/9/09

List the specific recommended preparation: Hltoc 201

21. ENTRY SKILLS: (In the following space, list the course content/entry skills required of the pre/corequisite or recommended preparation, i.e., list what the student needs to learn in the pre/corequisite or recommended preparation course that constitutes the entry skills of the subject course of this outline.) Students should be able to: 1. Define, analyze, and comprehend a full vocabulary of medical terms. 2. Explain the meaning of common medical abbreviations. 3. Effectively use a medical dictionary to find obscure terms and abbreviations. 4. Apply standard rules to the correct pronunciation of medical terms. 5. Translate medical records into common language with maintained context.

22. CSU/UC CAMPUSES: (Identify in the table below three CSU/UC campuses which require an equivalent pre/ corequisite for a course equivalent to the subject course of this outline. Also state in the table the corresponding course department and numbers for the identified campuses. This is one way to validate a pre/corequisite, but it is not the only way and therefore it is not mandatory to complete this table.) CSU/UC Campus Course Dept/No. Pre/Corequisite No. 1 2 3

CRSOUT1204B.DOC Rev. 12/04 (Approved by CIPD 12/6/04)

List the specific recommended preparation: Engl 201B or 1A

21. ENTRY SKILLS: (In the following space, list the course content/entry skills required of the pre/corequisite or recommended preparation, i.e., list what the student needs to learn in the pre/corequisite or recommended preparation course that constitutes the entry skills of the subject course of this outline.) Students should be able to: Read, write, and comprehend written material at a collegiate level and write clearly and accurately. Specifically, to: 1. Summarize course readings in order to demonstrate comprehension of college-level texts. 2. Apply active reading strategies. 3. Analyze, evaluate and synthesize college-level essays and apply to writing. 4. Integrate the ideas of others through paraphrase, summary, and quotation into an essay that supports the writer’s position and/or analysis. 5. Write a variety of essay types of 750 words, organizing developed paragraphs into a logical sequence bringing the central idea of the essay to a logical conclusion through clearly expressed topic sentences that support the essay’s thesis. 6. Compose essays with sentences which display a developing syntactical maturity and whose meaning is not impaired by excessive grammar or usage errors. 7. Proofread their writing in order to minimize grammar and usage errors. 8. Demonstrate an awareness of their own reading, thinking, and writing processes and monitor their learning. 9. Analyze content and structure of a full-length work or the equivalent.

List the specific recommended preparation: Math 250

21. ENTRY SKILLS: (In the following space, list the course content/entry skills required of the pre/corequisite or recommended preparation, i.e., list what the student needs to learn in the pre/corequisite or recommended preparation course that constitutes the entry skills of the subject course of this outline.) Students should be able to: 1. Add, subtract, multiply, and divide whole and fractional numbers. 2. Convert fractions to decimals, and decimals to fractions. 3. Set up ratios and proportions.

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