Curriculum to Accompany

Curriculum to Accompany Medical Assisting: Administrative and Clinical Competencies, 6th Edition

Course: Explore, Enter, and Succeed in Employment

1 Curriculum to Accompany Medical Assisting: Administrative and Clinical Competencies, 6th Edition

Course: Explore, Enter, and Succeed in Employment

Contents Part A: Externship Part B: The Job Search Part C: Career Entry and Success

2 Curriculum to Accompany Medical Assisting: Administrative and Clinical Competencies, 6th Edition

Course: Explore, Enter, and Succeed in Employment Course Overview An added benefit to any educational experience is the opportunity to spend time in the real-world setting, practicing and perfecting your skills prior to your graduation. The externship is the ideal environment to use the concepts and competencies learned in the classroom and laboratory as practical applications to increase your competence and confidence. Additionally, many extern sites are delighted to show you other skills, instruments, and/or tests specific to their offices to further broaden the scope of your education. The externships is not a time to take your assignment lightly; this is your dress rehearsal for a job, if not in that specific office then in another—based on your performance. After completing your school work and externship, you will be well- prepared in administrative and clinical tasks and will be ready to enter the workforce upon graduation. One key element in your job search is the preparation of an impressive professional resume that highlights the many skills you have acquired in your studies and practical applications. The cover letter and resume provide a snapshot of who you are and what you bring to a potential employer, so do not neglect perfection in these documents. The next key point in employment beyond the job application is the interview that is essential for your portrayal of professionalism from your dress, personal appearance, demeanor, and poise. You need to exude confidence, competency and sincerity during the interview, and don’t hesitate to ask relevant questions. Once you have landed the position, take care to perform your assigned tasks carefully and conscientiously to completion. Be a team player and help others in the performance of their assigned tasks. By displaying these characteristics, you will have the opportunity to excel and advance in your chosen profession of medical assisting.

Resource List Textbook: Medical Assisting: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2008, Delmar Cengage Learning, ISBN 1-4180-3266-2. Chapter 21. Student CD-ROM: CD-ROM that accompanies Medical Assisting: Administrative and Clinical Competencies, Sixth Edition. This CD-ROM contains StudyWARE, The Critical Thinking Challenge, and an Audio Library. Workbook: Workbook to accompany Medical Assisting: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2008, Delmar Cengage Learning, ISBN 1-4180-3267-0. Chapter 21.

3 Instructor’s Materials: Instructor’s Resource Manual to accompany Medical Assisting: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2008, Delmar Cengage Learning, ISBN 1- 4180-3268-9. Instructor’s CD-ROM: Electronic Classroom Manager to accompany Medical Assisting: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2008, Delmar Cengage Learning, ISBN 1-4180-3269-2. The Internet: It is strongly recommended that faculty and learners alike have a working knowledge of the Internet.

Equipment List 1. Multimedia projector 2. Computer with Internet access 3. Multimedia equipment 4. AAMA credentialing information 5. AMT credentialing information 6. DVD player

CAAHEP content III.C.1.h.(2) Job readiness III.C.1.h.(3) Workplace dynamics ABHES content VI.B.1.b.11.a. Instruction regarding externship rules and regulations VI.B.1.b.11.b. Job search, professionalism, and success VI.B.1.b.11.d. Resume writing, interviewing techniques and follow-up VI.B.1.b.11.c. Goal setting, time management, employment opportunities VI.B.1.b.11.e. Dress for success CAAHEP competencies (None) ABHES competencies (None)

4 Learning Activities (HW) Terminology Notebook. Assign chapter for reading and have students define key terms and retain in a key term notebook for future reference. (ICA) Externship selection activity. Ask each student in which office he or she would prefer to complete the externship. Screen the setting with the student for suitability. (ICA) Externship policies and procedures. Review the institution’s procedure sheets to ensure the students understand each procedure prior to participating at the site. (ICA) Externship evaluation. Provide the students with forms used by the mentors to evaluate their performance at the site. (HW) Chapter 21, Unit 1 Workbook Assignment Sheet (ICA) Competency Evaluation, Procedure 21-1. Have the students prepare their resumes for evaluation of Procedure 21-1 once they select the resume style of their preference. (ICA)(HW) Writing cover letters. Bring in several advertisements pertinent to medical assisting and assign the students prepare a cover letter outlining their interest in the posted position. (HW) Research project. Have the students research what private employment agencies are available in your area. (ICA) Job fair field trip. Take the externship class to a job fair to submit resumes. (HW) Chapter 21, Unit 2 Workbook Assignment Sheet (ICA) Completing applications. Obtain several samples of job applications from various employers; have the students to practice completing them. Have the students exchange applications and critique them. (ICA) Competency Evaluation, Procedure 21-2. After practicing completion of job applications, evaluate the students on their competence of Procedure 21-2. Retain the completed job application as the work product. (ICA) Mock interviews. Invite your career center/placement coordinator or a potential employer to have a “dress rehearsal” with your students by doing mock interviews. Ask the individual(s) to include some inappropriate questions in addition to proper questions. (ICA) Competency Evaluation, Procedure 21-3. Have the students to complete a rough draft of an interview follow-up letter to present to the individuals above. Ask those individuals to provide constructive criticism for those letters. Assign the students to then complete an “official” letter to evaluate their competence of Procedure 21-3; attach the letter as work product. (ICA) Research project. Assign an Internet activity that exposes the students to various job descriptions on line. Assign the students to prepare a sample job description of activities they would like to perform in a job.

5 (ICA) Guest speaker. Invite a local medical assisting chapter representative to speak to the class about obtaining continuing education credits for keeping certification current. (HW) Writing project. Assign students to write a mock resignation letter for a grade. (HW) Chapter 21, Unit 3 Workbook Assignment Sheet (HW) The Critical Thinking Challenge, page 1075. (HW) The StudyWare Challenge, Chapter 21. Have students take the Quiz in “Quiz Mode” and either email their scores to the instructor, or print the scores to turn in. (ICA) Following review of the chapter and homework assignments, give a quiz on this chapter that includes the content and competencies listed for CAAHEP and ABHES.

Part A: Externship Learning Objectives Cognitive 1. Read and define the Words to Know in the unit. 2. Explain the purpose of an externship experience. 3. Discuss the 11 criteria for an externship site. 4. List the five main areas that should be included in an externship policy. 5. Explain how an externship differs from an employer position. 6. Discuss how externship experiences and hours can be validated. 7. List areas that might be included on an evaluation instrument. 8. Describe how student evaluation of classroom and externship experiences can be used by the school.

Key Concepts References & Activities Slides The purpose of an externship Page 1051 3 (HW) Terminology notebook Selecting externship sites Pages 1051-1052 4 (ICA) Externship selection activity Externship objectives and agreements Page 1052 5 (ICA) Externship

6 policies and procedures Externship experiences Pages 1052-1053 6-7 Figure 21-1 Figure 21-2 Evaluating the externship Pages 1054-1056 8 Figure 21-3 (ICA) Externship evaluation (HW) Chapter 21, Unit 1 Workbook Assignment Sheet

(ICA) In-Class Activities 1. Externship selection activity. Ask each student in which office he or she would prefer to complete the externship. Screen the setting with the student for suitability. 2. Externship policies and procedures. Review the institution’s procedure sheets to ensure the students understand each procedure prior to participating at the site. 3. Externship evaluation. Provide the students with forms used by the mentors to evaluate their performance at the site.

(ICD) In-Class Discussion 1. What is the definition of an externship? The externship is an integral part of the curriculum scheduled prior to graduation when the student is placed in an ambulatory health care setting under the supervision of a mentor in an unpaid experience to apply skills learned in the classroom and laboratory. 2. Name some areas on which a student might be evaluated by the externship mentor. Such areas may include: appearance; attitude; maturity; dependability; initiative; administrative skills; clinical skills; and, interpersonal relationships. 3. Why is it important that students be afforded a chance to evaluate the externship? The feedback that is provided from the students helps the program director to evaluate if the students were provided adequate instruction in class to prepare them for the profession, how the classroom equipment compared to the site equipment, whether or not

7 the mentor was helpful, were they provided an change to perform different tasks. This feedback will help to adjust the externship sites to provide a better learning experience in the future.

(HW) Homework Assignments 1. Terminology Notebook. Assign unit for reading and have students define key terms and retain in a key term notebook for future reference. 2. Chapter 21, Unit 1 Workbook Assignment Sheet

Presentation Tools Note to Instructors: If you change Objectives or Assignments, don’t forget to change the slides accordingly. Chapter Introduce the course and unit. 21, Slides 1-2 Slide 3 The purpose of an externship  Emphasize the ambulatory care setting practicing both administrative and clinical duties Slide 4 Externship agreement policy areas Slide 5 The difference between externship and employment Slide 6 Externship experiences  Note: Accredited programs must have a minimum of 160 hours; it is not optional Slide 7 Evaluating externship experiences Slide 8 How schools can use externship evaluations Slide 9 Have students answer the checkpoint questions on the slide to review the content in the unit.

Part B: The Job Search Learning Objectives Cognitive 1. Spell and define the Words to Know in the unit. 2. Describe the purpose of each style of resume.

8 3. Explain the purpose of a cover letter to accompany a resume. 4. Describe employment agency services. 5. Explain when it might be appropriate to pay an employment fee. 6. List six places to assist you in your job search. 7. Define common abbreviations used in the newspaper “Help Wanted” section. Psychomotor 8. Prepare a resume.

Key Concepts References & Activities Slides Overview of the job search Pages 1056-1057 (HW) Terminology notebook The purpose of a resume Page 1057 Resume styles Pages 1057-1060 11-14 Figure 21-4A, B (ICA) Competency Evaluation, Procedure 21-1 Preparing a cover letter Pages 1060-1061 15 Figure 21-5A, B (ICA)(HW) Writing cover letters Responding to advertisements Page 1061 19 Figure 21-6 Working with employment agencies Pages 1061-1062 16-17 (HW) Research project Other contacts Page 1063 18 (ICA) Job fair field trip (HW) Chapter 21, Unit 2 Workbook Assignment Sheet

9 (ICA) In-Class Activities 1. Competency Evaluation, Procedure 21-1. Have the students prepare their resumes for evaluation of Procedure 21-1 once they select the resume style of their preference. 2. Writing cover letters. Bring in several advertisements pertinent to medical assisting and assign the students prepare a cover letter outlining their interest in the posted position. (Can also be a homework assignment.) 3. Job fair field trip. Take the externship class to a job fair to submit resumes.

(ICD) In-Class Discussion 1. What is the goal of a resume? The resume is intended to make a variable impression leading to an interview. 2. What are the four major styles of resumes? Functions, skills, targeted, chronological

(HW) Homework Assignments 1. Terminology Notebook. Assign unit for reading and have students define key terms and retain in a key term notebook for future reference. 2. Writing cover letters. Bring in several advertisements pertinent to medical assisting and assign the students prepare a cover letter outlining their interest in the posted position. (Can also be an in-class activity.) 3. Research project. Have the students research what private employment agencies are available in your area. 4. Chapter 21, Unit 2 Workbook Assignment Sheet

Presentation Tools Note to Instructors: If you change Objectives or Assignments, don’t forget to change the slides accordingly. Chapter Introduce the unit. 21, Slide 10 Slide 11 Functional resumes Slide 12 Skills-style resumes

10 Slide 13 Targeted resumes Slide 14 Chronological resumes Slide 15 The purpose of a cover letter Slides 16- Employment agencies and fees 17 Slide 18 Other places to assist in gaining employment Slide 19 Common abbreviations used in employment advertisements Slide 20 Have students answer the checkpoint questions on the slide to review the content in the unit.

Part C: Career Entry and Success Learning Objectives Cognitive 1. Spell and define the Words to Know in the unit. 2. Discuss how career entry has changed. 3. List five comments about the importance of appearance of your job application when applying for a job. 4. Identify six things to remember or prepare for on the day of your interview. 5. List personal grooming characteristics that might keep you from being hired. 6. List four areas of your personal life that could lead to arbitrary discrimination when being considered for a job. 7. Explain why you should send a follow-up letter after an interview. 8. List the qualities employers regard as most important in employees. 9. Define a job description. 10. Describe reasons for employment termination. 11. Describe ways to advance in employment. 12. List the most important qualities necessary for job advancement. Psychomotor 13. Complete a job application. 14. Write an interview follow-up letter.

11 Key Concepts References & Activities Slides Career entry Page 1063 22 (HW) Terminology notebook Completing application forms Pages 1063-1065 Figure 21-7 (ICA) Completing applications (ICA) Competency Evaluation, Procedure 21-2 Interviewing and follow-up Pages 1065-1068 23-27 Figures 21-9 to 21-13 (ICA) Mock interviews (ICA) Competency Evaluation, Procedure 21-3 Desirable characteristics in potential Pages 1068-1070 employees Job descriptions Pages 1070-1071 (ICA)(HW) Research project Employee evaluation and review Pages 1071-1072 Figure 21-17 Advancing in the workplace Page 1072 (ICA) Guest speaker The importance of continuing education Page 1073 Terminating employment Pages 1073-1074 (HW) Writing project Employee records Page 1074 (HW) Chapter 21, Unit 3 Workbook Assignment

12 Sheet (HW) The Critical Thinking Challenge, page 1075 (HW) The StudyWare Challenge, Chapter 21 (ICA) Quiz on chapter material

(ICA) In-Class Activities 1. Completing applications. Obtain several samples of job applications from various employers; have the students to practice completing them. Have the students exchange applications and critique them. 2. Competency Evaluation, Procedure 21-2. After practicing completion of job applications, evaluate the students on their competence of Procedure 21-2. Retain the completed job application as the work product. 3. Mock interviews. Invite your career center/placement coordinator or a potential employer to have a “dress rehearsal” with your students by doing mock interviews. Ask the individual(s) to include some inappropriate questions in addition to proper questions. 4. Competency Evaluation, Procedure 21-3. Have the students to complete a rough draft of an interview follow-up letter to present to the individuals above. Ask those individuals to provide constructive criticism for those letters. Assign the students to then complete an “official” letter to evaluate their competence of Procedure 21-3; attach the letter as work product. 5. Research project. Assign an Internet activity that exposes the students to various job descriptions on line. Assign the students to prepare a sample job description of activities they would like to perform in a job. (Can also be a homework assignment.) 6. Guest speaker. Invite a local medical assisting chapter representative to speak to the class about obtaining continuing education credits for keeping certification current. 7. Following review of the chapter and homework assignments, give a quiz on this chapter that includes the content and competencies listed for CAAHEP and ABHES.

13 (ICD) In-Class Discussion 1. Describe some elements that may cause your job application to be rejected. Incorrect information, leaving blank spaces, transposing numbers, illegible, not following instructions 2. What are some examples of poor hygiene that may hinder your employment? Bad breath, dirty or untrimmed fingernails, chipped nail polish, dirty or unkempt hair, overpowering aftershave or perfume, unclean (or missing) teeth, unpleasant or offensive body odor, or untended complexion problems 3. What types of questions should not be asked during an interview? Questions relating to your age, cultural or ethnic background, marital status, or parenthood 4. Name at least eight of the 13 desirable employee qualities sought by employers. Oral and written communication skills, cooperation, courteousness, dependability, enthusiasm, initiative, interest, math skills, punctuality, reading skills, reliability, responsibility, and time management skills 5. What should be included in a job description? Position title, person(s) responsible to, position summary, primary duties, expectations of job performance, requirements/qualifications for the position, additional criteria established by the employer 6. How is an employee evaluation useful? The evaluation will point out both positive and negative areas of which the employee may or may not be aware. It also provided time for discussion with the supervisor to improve your overall job performance. 7. What are some ways to show you are interested in your position? Demonstrate initiative, seek continuing education, acquire new skills, exhibit efficiency in a pleasant manner, and communicate well with others 8. Name some reasons that employment may be terminated. Relocation, advancement to a more responsible or higher level position, a higher paying job, illness (either personal or family), educational pursuits, pregnancy, or a change in lifestyle, failure of an employee to satisfactorily perform job responsibilities including tardiness, high absenteeism, inability to get along with others, poor work habits, undependability, dishonesty, poor attitude, and uncooperativeness

(HW) Homework Assignments

14 1. Terminology Notebook. Assign unit for reading and have students define key terms and retain in a key term notebook for future reference. 2. Research project. Assign an Internet activity that exposes the students to various job descriptions on line. Assign the students to prepare a sample job description of activities they would like to perform in a job. (Can also be an in-class activity.) 3. Writing project. Assign students to write a mock resignation letter for a grade. 4. Chapter 21, Unit 3 Workbook Assignment Sheet 5. The Critical Thinking Challenge, page 1075. 6. The StudyWare Challenge, Chapter 21. Have students take the Quiz in “Quiz Mode” and either email their scores to the instructor, or print the scores to turn in.

Presentation Tools Note to Instructors: If you change Objectives or Assignments, don’t forget to change the slides accordingly. Chapter Introduce the unit. 21, Slide 21 Slide 22 How career entry has changed Slide 23 The importance of appearance when interviewing  Appearance can be very powerful with regard to first impressions upon meeting the interviewer Slide 24 Preparing for an interview  Check the clothing for stains, loose strings, tears, wrinkles, and ensure it fits properly.  Check the shoes that you plan to wear and make sure they are clean; select modest accessories in jewelry. Slides 25- Undesirable grooming characteristics 26 Slide 27 Areas that could lead to discrimination Slide 28 Have students answer the checkpoint questions on the slide to review the content in the unit. Slide 29 The Keys to Career Success slides emphasize the relationship of the material learned in the classroom to on-the-job success.