The New Provider Orientation Handbook
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(June 2000) I. INTRODUCTION WHAT IS DOCUMENTATION and WHY
DRAFT EVALUATION & MANAGEMENT DOCUMENTATION GUIDELINES (June 2000) I. INTRODUCTION WHAT IS DOCUMENTATION AND WHY IS IT IMPORTANT? Medical record documentation is required to record pertinent facts, findings, and observations about an individual's health history including past and present illnesses, examinations, tests, treatments, and outcomes. The medical record chronologically documents the care of the patient and is an important element contributing to high quality care. The medical record facilitates: · the ability of the physician and other health care professionals to evaluate and plan the patient's immediate treatment, and to monitor his/her health care over time. · communication and continuity of care among physicians and other health care professionals involved in the patient's care; · accurate and timely claims review and payment; · appropriate utilization review and quality of care evaluations; and · collection of data that may be useful for research and education. An appropriately documented medical record can reduce many of the "hassles" associated with claims processing and may serve as a legal document to verify the care provided, if necessary. WHAT DO PAYERS WANT AND WHY? Because payers have a contractual obligation to enrollees, they may require reasonable documentation that services are consistent with the insurance coverage provided. They may request information to validate: · the site of service; · the medical necessity and appropriateness of the diagnostic and/or therapeutic services provided; and/or · that services provided have been accurately reported. II. GENERAL PRINCIPLES OF MEDICAL RECORD DOCUMENTATION The principles of documentation listed below are applicable to all types of medical and surgical Pg. 1 services in all settings. For Evaluation and Management (E/M) services, the nature and amount of physician work and documentation varies by type of service, place of service and the patient's status. -
Outcome and Assessment Information Set OASIS-D Guidance Manual Effective January 1, 2019
Outcome and Assessment Information Set OASIS-D Guidance Manual Effective January 1, 2019 Centers for Medicare & Medicaid Services PRA Disclosure Statement According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid OMB control number. The valid OMB control number for this information collection is x. The time required to complete this information collection is estimated to average 0.3 minutes per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. This estimate does not include time for training. If you have comments concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to: CMS, 7500 Security Boulevard, Attn: PRA Reports Clearance Officer, Mail Stop C4-26-05, Baltimore, Maryland 21244-1850. *****CMS Disclaimer*****Please do not send applications, claims, payments, medical records or any documents containing sensitive information to the PRA Reports Clearance Office. Please note that any correspondence not pertaining to the information collection burden approved under the associated OMB control number listed on this form will not be reviewed, forwarded, or retained. If you have questions or concerns regarding where to submit your documents, please contact Joan Proctor National Coordinator, Home Health Quality Reporting Program Centers for Medicare & Medicaid. OASIS-D Guidance Manual Table of Contents Page -
The Oral Presentation Nersi Nikakhtar, M.D
Guidelines for the Oral Presentation Nersi Nikakhtar, M.D. University of Minnesota Medical School !1 Table of Contents The Oral Presentation: An Introduction ..................................3 Why Worry About the Oral Presentation? ...............................4 Presenting the New Patient .....................................................5 The Opening Statement ......................................................5 History of Present Illness ....................................................5 Past Medical History ...........................................................6 Medications/Allergies ..........................................................7 Social and Family History ...................................................7 Review of Systems ..............................................................7 Vitals .....................................................................................8 Physical Exam .....................................................................8 Labs and Studies .................................................................8 Summary Statement ............................................................8 Assessment and Plan ..........................................................9 The Follow Up (or Daily) Presentation: What's Different? ...................................................................11 The Outpatient (Known Patient) Presentation: What's Different? ...................................................................12 !2 The Oral Presentation: An Introduction The -
Negotiation of Meaning and Codeswitching in Online Tandems
Language Learning & Technology May 2003, Volume 7, Number 2 http://llt.msu.edu/vol7num2/kotter/ pp. 145-172 NEGOTIATION OF MEANING AND CODESWITCHING IN ONLINE TANDEMS Markus Kötter University of Münster ABSTRACT This paper analyses negotiation of meaning and codeswitching in discourse between 29 language students from classes at a German and a North American university, who teamed up with their peers to collaborate on projects whose results they had to present to the other groups in the MOO during the final weeks of the project. From October to December 1998, these learners, who formed a total of eight groups, met twice a week for 75 minutes in MOOssiggang MOO, a text- based environment that can be compared to chatrooms, but which also differs from these in several important respects. The prime objective of the study was to give those students who participated in the online exchanges a chance to meet with native speakers of their target language in real time and to investigate if the concept of tandem learning as promoted by initiatives like the International Tandem Network could be successfully transferred from e-mail-based discourse to a format in which the learners could interact with each other in real time over a computer network. An analysis of electronic transcripts from eight successive meetings between the teams suggests that online tandem does indeed work even if the learners have to respond more quickly to each other than if they had communicated with their partners via electronic mail. Yet a comparison of the data (184,000 running words) with findings from research on the negotiation of meaning in face-to-face discourse also revealed that there was a marked difference between conversational repair in spoken interactions and in the MOO-based exchanges. -
President Gives Approval to Rule Changes Class of 1966 Elects Kay
Madison College Library Harrisonburg, Virginia President Gives Approval To Rule Changes President G. Tyler Miller has Permission is also obtained from Often, boys arrive late Saturday approved the recommendations of the Dean of Women. evenings and would appreciate an the Student-Faculty Relations The freshmen dating rule has extra thirty minutes with their Committee concerning the baby been changed to read: She may dates whom they do not get to see sitting rule, freshmen dating rules, have three nights per week off very frequently. Many freshmen and the sophomore dating rules. campus until 10:30 p.m. with or double date with sophomores, and would enjoy the privilege of stay- Baby sitting is permitted in fac- without a date; on Friday she may ing out until 11:30 p.m. ulty homes and in minister's date until 11:30 p.m. and on Satur- homes; however, the following time day she may secure late permis- The proposed change for sopho- regulation must be observed: fresh- sion once a month until 11:30 p.m. more dating rules are: She may men and those on academic proba- Method to be used: The fresh- date any five nights during the tion may stay out any night until men may secure late permission week until 10:30 p.m. and on Fri- 11:30 p.m. (this is included in three from Alumnae from the social • day and Saturday until 11:00 p.m. nights per week off campus for directors on any day for Saturday She may remain until 12 midnight these students). -
The Patient Interview
CHAPTER 1 The Patient Interview Sneha Baxi Srivastava, PharmD, BCACP LEARNING OBJECTIVES • Explain the basic communication skills needed when performing a patient interview. • Describe the components of the patient interview. • Conduct a thorough medication history. • Compare and contrast the different patient interview approaches in various clinical settings. • Adapt the interview technique based on the needs of the patient. KEY TERMS • Active Listening • Pertinent Positive • Rapport • Pertinent Negative • Empathy • Past History • Open-Ended Questions • Medication History • Leading Questions • Family History • Probing Questions • Personal and Social History • Nonverbal Communication • Review of Systems • Chief Complaint • Physical Exam • History of Present Illness • QuEST/SCHOLAR-MAC INTRODUCTION The patient interview is the primary way of obtaining comprehensive information about the patient in order to provide effective patient-centered care, and the medica- tion history component is the pharmacist’s expertise. A methodological approach is used to obtain information from the patient, usually starting with determining the patient’s chief complaint, also known as the reason for the healthcare visit, and then 2 CHAPTER 1 / The Patient Interview delving further into an exploration of the patient’s specific complaint and problem. A comprehensive patient interview includes inquiring about the patient’s medical, medication, social, personal, and family history, as well as a thorough review of systems and possibly a physical examination. The medication history is the part of the patient interview that provides the pharmacist the opportunity to utilize his or her expertise by precisely collecting each component of the medication history (however, a medication history may also be collected independent of a comprehensive patient interview). -
Neurology History and Physical Guidelines
Neurology History and Physical Guidelines HISTORY Chief Complaint — A maximally succinct statement of the patient: - Age, handedness, gender - Problem and its duration - May include major relevant risk factors (if any), e.g. hypertension, coronary artery disease in a stroke patient. - Rarely need to mention imaging if that was reason for the consult (not in every case) - May specify who the historian was and quality of informant’s history if different from usual - E.g: 56 year old right-handed woman that presents with three days of garbled speech and right sided weakness with a history significant for high blood pressure, high cholesterol, and diabetes mellitus History of Present Illness — - Briefly include usual state of health (baseline): e.g: “normal, active, fully functional”; “residual mild right hemiparesis and can ambulate 50 feet with walker”; “at baseline, oriented to self, transfers by lift, and cannot recognize family members”, etc. - Concisely and chronologically describe symptoms which prompted medical attentions (Timeline) - For each try to include as many details: location, quality/severity, chronology (when it first began, mode of onset, mode of ending, duration, frequency), setting, aggravating and alleviating factors, treatment, associated symptoms, overall course, effect on normal activities, previous history of similar symptoms - Include pertinent negative symptoms that relate to differential diagnosis and localization - Pertinent past medical history and family history - Put present symptoms in context of pre-existing chronic illness. If the chronic illness is neurological, how it was diagnosed/confirmed - Hospital course: most relevant information (vital signs, early exam, treatments, response to therapy, symptom evolution) - Only include information that contributes in an important way to diagnosis or management. -
The AOA Guide
The AOA Guide: How to Succeed in the Third-Year Clerkships Example Notes for the MSIII 2017 Preface This guide was created as a way of assisting you as you start your clinical training. For the rest of your professional life, you will write various notes. Although they will eventually become second nature to you, it is often challenging at first to figure out what information is pertinent to a particular specialty/rotation.This book is designed to help you through that process. In this book you will find samples of SOAP notes for each specialty and a complete History and Physical. Each of these notes represents very typical patients you will see on the rotation. Look at the way the notes are phrased and the information they contain. We have included an abbre- viations page at the end of this book so that you can refer to it for the short-forms with which you are not yet familiar. Pretty soon you will be using these abbrevia- tions without a problem! These notes can be used as a template from which you can adjust the information to apply to your patient. It is important to remember that these notes are not all inclusive, of course, and other physicians will give sugges- tions that you should heed. If you are ever having trouble, us fourth year medical students are always willing to help! ***NOTE: Many note-writing practices at Jefferson may change as the hospital transitions from paper notes to EMR.*** Table of Contents Internal Medicine Progress Note (SOAP) ............................................................3 Neurology Progress Note (SOAP) ...................................................................... -
Assessment of an Adult Living with HIV
The fundamentals of the clinical assessment of an adult living with HIV Note: Pictures have been removed from the slides for copyright purposes Talitha Crowley (Stellenbosch University) Helen Woolgar (Stellenbosch University) Stacie Stender (Jhpiego) 2 Overview 1. Reasons for performing a clinical assessment 2. Approach to a clinical assessment 3. Subjective history taking 4. Objective examination 5. Assessment and plan 6. Summary 1. Discuss why a clinical assessment should be performed on a HIV infected patient. 2. Recognise possible abnormal findings from a subjective history as well as a physical examination. 3. Make an accurate patient assessment and develop an appropriate care plan. 4 Reasons for performing an assessment A study in Pretoria about • Establish baseline data about the the quality of services in ART clinics found that a patient’s health when diagnosed physical assessment was with HIV and before starting ART. performed in only 41.1% of patients (Kinkel et al. 2012) • Identify opportunistic infections that needs treatment. • Identify any other chronic conditions that may develop while a patient is on ART. 5 Approach to a clinical assessment • Subjective - history taking • Objective - physical examination • Assessment of subjective and objective findings and differential diagnosis • Plan 6 Comprehensive assessment • Subjective: History Taking e.g. previous illness, symptoms • Objective: General assessment, JACCOL, basic data, systems examination, diagnostic tests / investigations • Assessment: Diagnosis & WHO stage • Plan: -
American Geriatrics Society ELECTRONIC HEALTH RECORDS for GERIATRICS HEALTH CARE PROVIDERS
American Geriatrics Society ELECTRONIC HEALTH RECORDS FOR GERIATRICS HEALTH CARE PROVIDERS General Components of an EHR 1. Data should be in structured format for easy retrievability and monitoring over time. 2. 24 hour IT support should be available. 3. Automatic billing level suggestion (and submission of bill). 4. Retrievability of data for quality reporting and research. 5. Previous button to import last visits data into various (all or some) fields. 6. Reminders for preventive care that is due. 7. Options for users to add test, scales, etc. as knowledge and evidence develop and warrant it. 8. Designated area for caregiver information. Specific Geriatric Components of an EHR History o Cognitive Screening (Montreal Cognitive o Facility Information Assessment {MoCA}, Saint Louis University Mental o Risk Factors: falls, depression screening with link to tool, Status {SLUMs}, etc.) sexually transmitted disease risk, alcohol, drugs, nutrition, o Depression Screening (Geriatric depression scale, osteoporosis, cardiovascular disease, functional decline, Patient Health Questionnaire {PHQ‐9, etc}) pressure sores, etc. o Pain level and location(s) o Advanced Directives, Healthcare Power of Attorney (HCPOA) o Medication list: o Activities of Daily Living (ADLs): bathing, dressing, grooming, o sort by alphabet, entry date, deleted, category/ continence, walking, transfer, eating, etc. disease, and o Instrumental Activities of Daily Living (IADLs): finances, o include over the counter medications, oxygen, driving, telephone, medication, etc. walker, hospital bed, physical therapy, etc. o Physical Therapy, Occupational Therapy, Speech Therapy o Problem list: sort by alphabet, entry date, category o Durable Medical Equipment o History of Present Illness (HPI) ‐ import previous o Oxygen o Home Health Agency o Review of Systems (ROS), include: ROS could not be o Home Assessment: stairs, railings, heating, air, obtained due to patient’s condition (replace condition with flooring, bathroom, smoke detector. -
The Examination Process Matthew R
CHAPTER 2 © sbayram/E+/Getty Images The Examination Process Matthew R. Kutz, PhD, ATC, CSCS OVERVIEW LEARNING OBJECTIVES This chapter focuses on the injury evaluation pro- After completing this chapter, the reader will be able to cess and how a proper evaluation contributes to do the following: the clinical diagnosis and patient’s plan of care. 1. Describe the injury evaluation process. Many nuances to the injury evaluation process 2. Understand the necessity of a systematic and contribute to the identification and classification organized approach to injury evaluation. of an injury. These nuances also affect which body 3. Articulate key questions to ask when taking a parts are evaluated relative to the primary injury, history. the treatment options, and the overall plan of care. 4. Understand the importance and necessity of It is impossible to identify and discuss every pos- inspections, palpitations, and special tests. sible nuance during an evaluation in a text such 5. Understand the difference between the HIPS injury as this. Therefore, the skilled clinician is required assessment and the SOAP note-taking format. to integrate and assess a very complex “web” of 6. Understand the difference between primary and information supplied by the patient, the clinician’s secondary evaluations. observation of the injury (if he or she was there), the patient’s presentation, the clinician’s experienc e, valid and reliable research evidence, and the FUN FACTS ABOUT INJURY experience and input from reliable stakeholders (eg, other health care providers and observations EVALUATION from witnesses). Sometimes, the information • Although all injury evaluations should be structured gathered from all of these different sources may and organized, they do not necessarily have to follow be contradictory, and so it must be carefully and a prescribed sequence. -
First Season Plots 1.01 Pilot Rachel Leaves Barry at the Alter
accident. While trying to share his feelings with Rachel, Ross is attacked by a cat. While searching for the cat's owner, Rachel and Phoebe meet "the Weird Man", known in later episodes as Mr. Heckles. He tries to claim the cat, but it obviously isn't his. The First Season Plots cat turns out to belong to Paolo, an Italian hunk who lives in the building and doesn't speak much English. 1.01 Pilot 1.08 The One Where Nana Dies Twice Rachel leaves Barry at the alter and moves in with Monica. Chandler finds out a lot of people think he's gay when they first Monica goes on a date with Paul the wine guy, who turns out to be meet him; he tries to find out why. Paolo gives Rachel calls and less than sincere. Ross is depressed about his failed marriage. shoes from Rome. Ross and Monica's grandmother dies... twice; Joey compares women to ice cream. Everyone watches Spanish At the funeral, Joey watches a football game on a portable TV; soaps. Ross reveals his high school crush on Rachel. Ross falls into an open grave and hurts his back, then gets a bit 1.02 The One With the Sonogram at the End loopy on muscle relaxers. Monica tries to deal with her mother's Ross finds out his ex-wife (Carol) is pregnant, and he has to criticisms. attend the sonogram along with Carol's lesbian life-partner, Susan. 1.09 The One Where Underdog Gets Away Ugly Naked Guy gets a thigh-master.