Instructions - Medical Assisting Education Review Board
INITIAL SELF-STUDY REPORT (IASSR)MEDICAL ASSISTING EDUCATION REVIEW BOARD (MAERB)This Self-Study Template is for programs that are being visited under the 2015 Standards and Guidelines in 2022 and 2023. Programs planning for a visit in 2024 need to use the Self-Study Template designed for the 2022 Standards and Guidelines. InstructionsThe Initial Accreditation Self-Study Report (IASSR) is designed to provide programs who are applying for initial accreditation a tool by which they can assess and record the quality of their program and its educational activities in relation to the CAAHEP’s Standards and Guidelines for the Accreditation of Educational Programs for Medical Assistants. The program is asked to evaluate itself, as outlined by the Standards and Guidelines, considering national standards, the sponsoring institution’s mission, the program’s goals and objectives, the design of the curriculum, and the results of the program’s annual outcomes. The Self-Study provides the context to those outcomes as well as demonstrates compliance to the Standards and Guidelines. The MAERB office reviews the Initial Accreditation Self-Study Report (IASSR) for completion and may contact the Program Director if there are missing elements. After that initial review, a MAERB member reviews the IASSR and provides the Site Surveyors who will visit the program with some questions and ideas. The Site Surveyors then receive the IASSR approximately two months prior to the visit. After that, the Team Coordinator will be in contact with the Program Director to plan the site visit and, perhaps, to ask the Program Director some specific questions about the IASSR. If it is determined that the Initial Accreditation Self-Study Report is not complete and if it seems the program is not yet ready for a site visit, the program will be contacted with questions and there will be an in-depth review of the Initial Accreditation Self-Study by the MAERB Executive Committee to determine if the site visit should be held. In order to easily navigate the Self Study Template in MS Word, you should display the navigation pane. To do so, click on the View tab and then check the Navigation Pane box. You will then be able to click the various headings in order to go to a specific section. The navigation pane enables you to quickly review all of the sections. The IASSR template is a MS word fillable form that needs to be completed. Also, there are several appendices that the program will need to submit in order to supplement the information in the IASSR. Because the document is locked, spell check is not operative. It is recommended that narratives are created in a separate word document, so that you can copy and paste effectively. In the following section, you will find a list of all the additional documents that need to be included in the Appendices. In addition, there is a mandatory naming convention that you will need to follow. These materials will need to be submitted along with payment to MAERB for the 1) Comprehensive Review Fee. You will have received an invoice for this fee at the time that your visit date was confirmed. If this fee is not received, the Self-Study will not be reviewed. The Program Director is to submit the Initial Accreditation Self-Study Report (together will the required Appendices) by uploading it to the MAERB website, using the username and password previously sent to you by the MAERB staff and following the instructions, “Submitting Documents on the MAERB Website,” on the Documents tab at . Self-Study AppendicesOutlined below are the different Appendices required to accompany the Initial Accreditation Self-Study; these appendices provide documentation for the CAAHEP Standards. The following charts provide the mandatory naming conventions in the column “File/Folder Name” for the different folders and files along with a detailed description of the specific appendices. At the end of this document, you will find a chart, in “Instructions and Schema for Organizing the Self-Study Submission,” that outlines precisely how to organize the IASSR for submission. Even if the specific appendix does not apply to your program, such as consortium agreement, multiple campus, Teaching Invasive and Protective Competencies Via Distance Education (TIPCDE) Workbook, and potential other appendices, you will need to insert a document with the correct name. Inside the document, just indicate “Not Applicable.” Standard I AppendicesI.APPStandard I Folder for AppendicesTypeFile/Folder NameDescription from Self-StudyFileIA.InstAccAppendix I-A Copy of most recent institutional accreditation letter or certificate from the sponsoring educational institution recognized by the U.S. Department of Education indicating the accrediting agency and the dates of accreditation. It is required, as part of Standard I, that the program be sponsored by an institution that is institutionally accredited. If it is a multiple campus program, all approved sites need to be listed in the document or a supplement to the document. FileIB.NarrHisAppendix I-B The program history (medical assisting program length, credit hours and practicum hours) in order to provide the context for the current program. In addition, include at least one paragraph that details the program’s ability to meet the required CAAHEP outcomes, considering the following: What resources does the program have that positively affects the outcomes? How does the curriculum help improve performance on the outcomes?ChAppendix I-C Organizational Chart(s) displaying the school’s management structure from executive officers to administrative staff with specific attention paid to the medical assisting program’s personnel within the institutional structure. FileID.ConsAgrAppendix I-D Consortium agreement, including governance and lines of authority and responsibilities of each member of the consortium (if applicable)Consortium Sponsor - A consortium sponsor is an entity consisting of two or more members that exists for the purpose of operating an educational program. In such instances, at least one of the members of the consortium must meet the requirements of a sponsoring educational institution, as described in Standard I.A. FileIE.TIPCDEwrkbkAppendix I-E Teaching Invasive or Protective Competencies via Distance Education (TIPCDE) workbook. Please note that this only needs to be completed if any of the psychomotor and/or affective competencies in either “Foundations of Clinical Practices” or “Safety and Emergency Practices” of the MAERB Core Curriculum are taught through distance education. Standard II AppendicesII.APPStandard II Folder for AppendicesTypeFile/Folder NameDescription from Self-StudyFileIIA.MissStAppendix II-A Copy of the sponsor’s mission statementFileIIB.PrgGoalsAppendix II-B Written Statement of Program Goals As is outlined in the Standard, every program needs to develop goals in order to best evaluate the specific needs for program planning, implementation, and evaluation. Every program responds to this requirement differently. The goal can be the “minimum expectation” that is outlined in Standard II.A. FileIIC.ChgsExpAppendix II-C Description of how the needs and expectations have changed and how the program has responded to the changesThis narrative should outline how the needs and expectations of the communities of interest have changed, and the manner in which the program has responded to those changes. As a general rule, programs rely upon the Advisory Committee meeting minutes, surveys of students and employers, and other assessment documentation. These documents provide the background for how the program learns about the needs and expectations of the communities of interest in order to guide the changes.FolderIID.AdvMtgAppendix II-D Copies of Advisory Committee Minutes for past 3 yearsThe Advisory Committee meeting minutes serve several different purposes: a record of an annual meeting; a demonstration that the advisory committee plays a role in helping the Program Director formulate and revise program goals related to the learning domains; a monitor of the needs and expectations that the program has and fulfills; and an indicator of the program’s responsiveness to change. NOTE: In applying for initial accreditation, advisory meeting minutes for the year in which the Self-Study was completed need to be included. You must include at least one year of advisory meeting minutes, and, if you have 2 or 3 years include those documents as well. If you don’t have advisory meeting minutes from the past, state on the relevant document the following notation:Not necessary for an Initial Accreditation Self-Study. Files (3)YY.MMAdvFileIIE.MinExpAppendix II-E Document where the minimum expectations goal is publishedIt is required that the minimum expectations goal in Standard II.C be a part of the program documentation. It can be stated in the Academic Catalog, the Student Handbook, the Advisory Meeting Agenda, or the Strategic Plan. The location can vary, but it does need to be documented. Standard III AppendicesIII.APPStandard III Folder for Appendices TypeFile/Folder NameDescription from Self-StudyFolderIIIA.ProgDirWkbkAppendix III-A Program Director WorkbookFilePDWkbkProgram Director WorkbookFileJobDesProgram Director Job DescriptionFileResumeResumeFileTranscriptTranscriptsFileEdThTechEducational Theory and Techniques documentationFileCertificateCopy of certificate documenting achievement and currency in one of the four NCCA-accredited credentials: CMA (AAMA), RMA (AMT), NCMA (NCCT), CCMA (NHA)FolderIIIB.FacWkbksAppendix III-B Faculty Workbooks for all faculty teaching courses unique to the medical assisting programFolders (# of Faculty)LastName.First InitialOne folder for each MA faculty that contains the workbook and supplementary materials that should be named as outlined below. FileFacWkbkFaculty WorkbookFileJobDesJob DescriptionFileResumeResumeFileTranscriptTranscripts (This material is necessary if the faculty is documenting their qualifications through education.) FileContEdContinuing Education Certificates (This material is necessary if the faculty is documenting their qualifications through continuing education.) FileEdThPractEducational Theory and Techniques documentation FolderIIIC.PracCrdWkbksAppendix III-C Practicum Coordinator Workbooks Folders (# of Practicum Coordinators)LastName.First InitialOne folder for each Practicum Coordinator that contains the workbook and supplementary materials that should be named as outlined below. FilePCWkbkPracticum Coordinator WorkbookFileJobDesPracticum Coordinator Job DescriptionFileResumeResumeFileIIID.GrPolCogAppendix III-D Grading policy, including grading scale and pass score for cognitive domain objectivesList the specific grading scale (such as A = 93-100% or A = 550-600 points) and specifically indicate what constitutes a passing grade. In addition, it is important to list the grading value, such as, for example, the tests are worth 40% of the grade and so on. FileIIIE.GrPolPsAfAppendix III-E Grading policy documenting inclusion of the requirement for successful completion of all psychomotor and affective domains competenciesList the specific grading policy that applies to the courses for psychomotor and affective domains objectives and how the competencies are being conducted. Include the documentation that informs students that they must successfully achieve every psychomotor and affective domain in the specific course in order to pass the course.FolderIIIF.SyllabiAppendix III-F Syllabi for courses in which the MAERB Core Curriculum objectives are taught and assessed. You do not need to include General Education courses if they do not include objectives or competencies from the MAERB Core Curriculum. Files (# of Syllabi)Ten Character Description of the Courses (individual documents)Examples:MA190AdminMA201MdTrmMA211Clin1MA212Clin2FolderIIIG.PracPolAppendix III-G Description of how practicums are established and students evaluated throughout their practicum experience, as appropriate (provide Policy).Provide the policies and requirements for students to complete the Practicum requirement, such as the following:Review of course syllabiWeekly on-campus meeting schedule and/or practicum site schedule for studentsAttendance policyUniformsProfessionalism (Appearance, Attitude, Behavior)Weekly journals Weekly evaluation of the student by the Practicum siteFinal Practicum Evaluation by Practicum CoordinatorFiles (# of Policies)Ten Character Description of the Policies (individual documents; not all these documents may apply as these policies might be consolidated in the syllabus)Examples:SyllPracSchedPSAttPolUnifPolProfWklyJourWklyEvalFinEvalPPSyllabus for PracticumSchedule for PracticumAttendance PolicyUniform PolicyProfessional BehaviorWeekly JournalWeekly EvaluationFinal EvaluationFileIIIH.InvEqAppendix III-H Inventory of equipment for the Medical Assisting Program.FileIIII.InvSupAppendix III-I Inventory of supplies for the Medical Assisting Program.FileIIIJ.InvCompAppendix III-J Inventory of computer resources available to the Medical Assisting program.FileIIIK.InvInstAppendix III-K Inventory of the instructional reference materials (e.g., books, periodicals, databases) available to the Medical Assisting Program. FolderIIIL.ResAssAppendix III-L The Resource Assessments for the two years prior to the Resource Assessment included in the Self-Study. It is required to fill out the Resource Assessment in the Self-Study. NOTE: In applying for initial accreditation, the program might only have the resource assessment for the year in which the Self-Study was completed (See Resource Assessment Form). In that situation, include the two documents with the following notation:Not necessary for an initial Accreditation Self-Study.FilesYY.MMResAssFolderIIIM.CoreCurrSites being visited as of fall 2020 will be required to submit their assessment tools for the MAERB Core Curriculum with the Self Study. The tools need to be organized and highlighted according to the requirements that are listed at the end of the Self-Study in the section “Curricular Materials.” FolderAffectiveWithin this folder, all the assessment tools for the affective competencies will be organized. Please see the section at the end of the Self-Study that tells you how to organize the material. FolderCognitiveWithin this folder, all the assessment tools for the cognitive objectives will be organized. Please see the section at the end of the Self-Study that tells you how to organize the material.FolderPsychomotorWithin this folder, all the assessment tools for the psychomotor competencies will be organized. Please see the section at the end of the Self-Study that tells you how to organize the material.Standard IV AppendicesIV.APPStandard IV Folder for AppendicesTypeFile/Folder NameDescription from Self-StudyFileIVA.PrEvalofStAppendix IV-A Instrument/tool used for Practicum Evaluation of StudentsProvide a copy of the tool that you give to the Practicum Supervisor to evaluate the practicum students. MAERB provides an optional useful template for programs, which can be found at the MAERB website under Documents and labeled “Practicum Evaluation of Student.” It is a resource that can be adapted or changed. FileIVB.PrEvalbyStAppendix IV-B Instrument/tool used for Practicum Evaluation by StudentsProvide a copy of the instrument/tool that you provide to the students in order for them to evaluate the Practicum site. MAERB provides an optional useful template for programs, which can be found at the MAERB website under Documents and labeled “Student Evaluation of the Practicum Site.” It is a resource that can be adapted or changed. FileIVC.GradSurAppendix IV-C Instrument/tool used for data collection to determine graduate satisfactionMAERB provides a mandatory template for programs to use, which can be found at the MAERB website under Documents and labeled “Graduate Survey.” You may add additional questions to this form, but none of the required questions may be deleted. FileIVD.EmplSurAppendix IV-D Instrument/tool used for data collection to determine employer satisfaction. MAERB provides a mandatory template for programs, which can be found at the MAERB website under Documents and labeled “Employer Survey.” You can add additional questions to this form, but none of the required questions can be deleted. FileIVE.AdmCohAppendix IV-E Admission Cohort explanation—how does the program, either through a trigger course or a formal admission process, define its admission cohort. Outlines how the program determines the correct date for an admission cohort. According to policy that method can be one of the following: The program’s “Trigger Course,” based on MAERB policy 205 Institutional Policy: Formal Entrance into the programThis information validates for the surveyors the retention figures in the ARF by providing an explanation. MAERB provides a useful template for programs, which can be found at the MAERB website under Documents and labeled “Outcome Assessment Tracking Tool.”FileIVF.JobPlAppendix IV-F Resources for job placement of graduates from the medical assisting programEach institution has different resources available for students to guide them in their job hunt. This section allows the program to discuss, if applicable, what resources are available to students and what steps the program takes, if any, to help place students. Options for ResponsesDefines positive placement, taken directly from Standard IV.B.1Discusses the different types of jobs available in the locality and where students are typically placedDiscusses the relationship of the practicum to the job placementDiscusses what resources (job placement center, career services, program director network, online job search service) are available to the studentsIndicates if any job readiness skills (writing resumes, cover letters, interview practices) are part of the curriculumIndicates if the medical assisting department actively participates in the placement of graduates, or if they just share informationExplains what types of follow-up the program does to keep in contact with the graduatesProvide PDFs of handouts, brochures, and other materials to guide students in their job searchStandard V AppendicesV.APPStandard V Folder for AppendicesTypeFile/Folder NameDescription from Self-StudyFolderVA.PubsAppendix V-A Copy of announcements, catalogs, publications, handbooks, and advertising pertaining to the Medical Assisting programA few sample documents are listed below, but it depends upon the program. FileStCatStudent CatalogFileStHandStudent HandbookFileCrseCat Course CatalogFileTechStdsTechnical Standards, if usedNOTE: “Technical Standards” can include such details as “students must be able to lift 20 pounds, climb on step stools, and so on.” Many programs do not have specific technical standards and simply use the institutional admission standardsFileVB.ApplCAAHEPAppendix V-B Document in which the program indicates that it is applying for CAAHEP accreditation status, based upon MAERB Policy 110. The statement can only be published after a site visit is scheduled. Programs are not required to make that statement, so the following statement can be included: “Statement about Initial Accreditation not included.” FileVC.FacGrvPolAppendix V-C Copy of the Faculty grievance policy/procedureFileVD.StGrvPolAppendix V-D Copy of the Student grievance policy/procedureFileVE.AffAgrAppendix V-E Sample copy of the affiliation agreement or memorandum of understanding used for practicum sitesFolderVF.ActAffAgrAppendix V-F Copies of all the affiliation agreements or memorandum of understanding with the current active practicum sitesFilesAbbreviated Name of Practicum site (10 characters)FileVG.AdmPolAppendix V-G Admissions policyInclude the program’s policy regarding admission into the medical assisting program, including pre-requisites, if any. It may be that the medical assisting program uses the institutional policy; if so, that policy should be included. FileVH.AdvPlAppendix V-H Advanced placement policy(ies), via transfer of credit, experiential learning, or other methodThe program’s policies regarding transfer of credits and credit for experiential learning need to be included. If your program does not accept advanced placement, transfer credit, or credit for experiential learning, there needs to be a policy/statement that explains that to the students. FileVI.AssAdvPlAppendix V-I Tool(s) used to document consistency in awarding advanced placement.Provide the type or example of prior-learning assessment for awarding advanced placement to students.FileVJ.SftyPolPolicies and procedures assuring adequate safety of patients, students, and faculty. General InformationTitle of Medical Assisting Program Click here to enter text.Address of Institutional Webpage for Program, if applicableClick here to enter text.Award grantedChoose an item.Sponsoring InstitutionClick here to enter text.Mailing Address 1Click here to enter text.Mailing Address 2Click here to enter text.City, State, ZipClick here to enter text.Institution Phone Number (include hyphens)Click here to enter text.WebsiteClick here to enter text.Name and Contact information for person with the central responsibility for the preparation and submission of the report. MAERB recognizes that the Self-Study is a collaborative activity. Name and CredentialsClick here to enter text.TitleClick here to enter text.Mailing AddressClick here to enter text.City, State, ZipClick here to enter text.Phone Number (include hyphens)Click here to enter text.EmailClick here to enter text.Multiple Campus ProgramImportant note: If the sponsoring organization has two CAAHEP-accredited medical assisting programs, two Self-Study reports will need to be submitted to the MAERB office for the scheduled site visit. If the sponsoring organization has a multiple campus program, there is only one combined Self-Study submitted. YesNoWith the submission of this Self Study Report, is the program applying for MAERB-approved multiple campus status for the first time or adding an additional campus to its current multiple campus status? ??If you answered “yes” to the question above, please fill out the contact information for all of the campuses at which 100% of the Medical Assisting program is taught, excluding the main campus since you have already included that information above. Your Multiple Campus application and supporting documentation must be submitted to MAERB at the same time as submission of your Self Study.Additional Campus #1 (at which 100% of the Medical Assisting curriculum/program is taught)Sponsoring InstitutionClick here to enter text.Mailing Address 1Click here to enter text.Mailing Address 2Click here to enter text.City, State, ZipClick here to enter text.Institution Phone Number (include hyphens)Click here to enter text.WebsiteClick here to enter text.Additional Campus #2 (If applicable)Sponsoring InstitutionClick here to enter text.Mailing Address 1Click here to enter text.Mailing Address 2Click here to enter text.City, State, ZipClick here to enter text.Institution Phone Number (include hyphens)Click here to enter text.WebsiteClick here to enter text.Additional Campus #3 (If applicable)Sponsoring InstitutionClick here to enter text.Mailing Address 1Click here to enter text.Mailing Address 2Click here to enter text.City, State, ZipClick here to enter text.Institution Phone Number (include hyphens)Click here to enter text.WebsiteClick here to enter text.Contact InformationChief Executive Officer (to whom all correspondence will be directed)Name and CredentialsClick here to enter text.TitleClick here to enter text.Mailing AddressClick here to enter text.City, State, ZipClick here to enter text.Phone Number (include hyphens)Click here to enter text.EmailClick here to enter text.Dean or comparable administrator (MAERB wants the information about the person to whom medical assisting Program Director reports)Name and CredentialsClick here to enter text.TitleClick here to enter text.Mailing AddressClick here to enter text.City, State, ZipClick here to enter text.Phone Number (include hyphens)Click here to enter text.EmailClick here to enter text.Program DirectorName and CredentialsClick here to enter text.TitleClick here to enter text.Mailing AddressClick here to enter text.City, State, ZipClick here to enter text.Phone Number (include hyphens)Click here to enter text.EmailClick here to enter text.Practicum Coordinator 1Name and CredentialsClick here to enter text.TitleClick here to enter text.Mailing AddressClick here to enter text.City, State, ZipClick here to enter text.Phone Number (include hyphens)Click here to enter text.EmailClick here to enter text.Practicum Coordinator 2 (if applicable)Name and CredentialsClick here to enter text.TitleClick here to enter text.Mailing AddressClick here to enter text.City, State, ZipClick here to enter text.Phone Number (include hyphens)Click here to enter text.EmailClick here to enter text.Practicum Coordinator 3 (if applicable) Name and CredentialsClick here to enter text.TitleClick here to enter text.Mailing AddressClick here to enter text.City, State, ZipClick here to enter text.Phone Number (include hyphens)Click here to enter text.EmailClick here to enter text.If there are more than three Practicum Coordinators, please list the names below and be sure to include their Practicum Coordinator Workbook in Appendix III-C, along with all the other Practicum Coordinator Workbooks:Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Standard ISponsoring Educational InstitutionWhat agency accredits the post-secondary institution that sponsors the organization? Click here to enter text.Date of the most recent comprehensive institutional accreditation action.Click here to enter text.Date of the next comprehensive institutional review. Click here to enter text.Consortium SponsorIs the program sponsored by a consortium? Click here to enter text.If applicable, provide the consortium name and address: Consortium NameClick here to enter text.Mailing AddressClick here to enter text.City, State, ZipClick here to enter text.Phone NumberClick here to enter text.Program DesignLength of program in monthsClick here to enter text.Total credit or clock hoursClick here to enter text.Type of academic terms (semester, quarters, blocks) Click here to enter text.Number of cohorts admitted per yearClick here to enter text.Total current enrollmentClick here to enter text.Program Modality (Please note that programs that are 100% online have a separate Self-Study template)Is any portion of the program offered via distance education? Click here to enter text.If so, what percentage of the program is offered through distance education? Click here to enter text.Are any of the psychomotor and/or affective competencies in either “Foundations of Clinical Practices” or “Safety and Emergency Practices” of the MAERB Core Curriculum taught through distance education? Click here to enter text.If the answer is yes about assessing the psychomotor and/or affective competencies in either “Foundations of Clinical Practices” or “Safety and Emergency Practices,” please complete Appendix I-E. Sponsoring Organization Support for AccreditationIn making the decision to seek initial accreditation for the medical assisting program, both the sponsoring organization and the medical assisting program commit to the Standards and Guidelines. Outline the process by which the sponsoring organization and the program determined that seeking CAAHEP accreditation was a program goal. Just as some hypothetical prompts, the questions below may be helpful:For example, did the program submit a business, a proposal, a statement of intent for review? Did the program need to follow a specific internal institutional process? How does the sponsoring organization ensure that the provisions of these Standards and Guidelines will be met?What commitments has the sponsoring organization made in terms of resources for accreditation? How has the sponsoring organization helped or supported the Program Director’s involvement in MAERB? Click here to enter text.Standard IIProgram Goals and OutcomesAs is outlined in the Standard, every program needs to develop written goals in order to best evaluate the specific needs for program planning, implementation, and evaluation. Every program responds to this requirement differently. The goal can be the “minimum expectation” that is outlined in Standard II.A, but programs often add specifics to that minimum goal. Briefly comment on how the program goals are compatible with the mission of the sponsor and the expectations of the communities of interest. Click here to enter text.Appropriateness of Goals and Learning DomainsDescribe the need and expectations of each of your communities of interest. What outcomes (retention, job placement, employer survey participation, employer satisfaction, graduate survey participation, graduate satisfaction, exam participation, exam passage) are the most important for that specific community of interest? You will need to identify the top two outcomes that are the most important to each community of interest. As the program is applying for initial accreditation, you are learning about the needs and expectations, so you will find that it can be a good and fruitful conversation to focus on these munities of InterestBriefly describe the needs and expectations of each of your communities of interest.Identify the top two outcomes that are most important to each community of interest. StudentsClick here to enter text.Click here to enter text.GraduatesClick here to enter text.Click here to enter text.FacultyClick here to enter text.Click here to enter text.Sponsor AdministrationClick here to enter text.Click here to enter text.EmployersClick here to enter text.Click here to enter text.PhysiciansClick here to enter text.Click here to enter text.PublicClick here to enter text.Click here to enter text.Others: Click here to enter text.Click here to enter text.Click here to enter text.Others: Click here to enter text.Click here to enter text.Click here to enter text.Others: Click here to enter text.Click here to enter text.Click here to enter text.Advisory Committee RepresentativeNameAgency/OrganizationCurrent StudentClick here to enter text.Click here to enter text.GraduateClick here to enter text.Click here to enter text.FacultyClick here to enter text.Click here to enter text.Sponsor AdministrationClick here to enter text.Click here to enter text.EmployersClick here to enter text.Click here to enter text.MD, DO, NP, or PAClick here to enter text.Click here to enter text.Public (an individual who has never been employed in a healthcare environment and is not employed at an institution of higher learning with CAAHEP accredited programs) Click here to enter text.Click here to enter text.Others: Click here to enter text.Click here to enter text.Click here to enter text.Others: Click here to enter text.Click here to enter text.Click here to enter text.Others: Click here to enter text.Click here to enter text.Click here to enter text.Others: Click here to enter text.Click here to enter text.Click here to enter text.Others: Click here to enter text.Click here to enter text.Click here to enter text.Others: Click here to enter text.Click here to enter text.Click here to enter text.Others: Click here to enter text.Click here to enter text.Click here to enter text.Others: Click here to enter text.Click here to enter text.Click here to enter text.Others: Click here to enter text.Click here to enter text.Click here to enter text.Others: Click here to enter text.Click here to enter text.Click here to enter text.Briefly describe the background and work history of the Public Member to ensure that the qualifications comply with MAERB Policy 230:Click here to enter text.List the dates on which the Advisory Committee has met over the past three years. If the program does not have a history of meeting prior to the most recent year, just mark the field N/A:Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Minimum ExpectationsWhere is the minimum expectation goal (Standard II.C) published? (Advisory Committee Minutes, College Catalog, Student Handbook, and so on?) Click here to enter text.How are the program’s goals communicated to its communities of interest?Click here to enter text.Does the program have any additional educational goals (beyond entry level and the MAERB Core Curriculum) for the students? Some examples include phlebotomy certificates, advanced coding, and so on. Explain those specific goals. Then explain how the students achieve the minimum expectations, as it is required that the student achieve the entry level goals. Also, describe the methods by which the additional goals were developed. If this does not apply to the program, indicate “Not Applicable.” Click here to enter text.Standard IIIBudget: Sufficiency of Program ResourcesWhat month does the program’s fiscal year begin? Click here to enter text.List, combining if necessary, the actual medical assisting program budget from all funding sources in order to fill out the applicable amounts. If any of the items are in a shared budget with other departments, estimate the medical assisting portion based on a percentage of usage. DescriptionExpenditures of previous fiscal yearCurrent Fiscal Year budgetProjected budget for next fiscal year, if availableFiscal YearClick here to enter text.Click here to enter text.Click here to enter text.Full-time faculty salariesClick here to enter text.Click here to enter text.Click here to enter text.Part-time faculty salariesClick here to enter text.Click here to enter text.Click here to enter text.Other salariesClick here to enter text.Click here to enter text.Click here to enter text.Clerical SupportClick here to enter text.Click here to enter text.Click here to enter text.Support StaffClick here to enter text.Click here to enter text.Click here to enter text.EquipmentClick here to enter text.Click here to enter text.Click here to enter text.SuppliesClick here to enter text.Click here to enter text.Click here to enter puter ResourcesClick here to enter text.Click here to enter text.Click here to enter text.Instructional Reference MaterialsClick here to enter text.Click here to enter text.Click here to enter text.Faculty Continuing EducationClick here to enter text.Click here to enter text.Click here to enter text.Staff Continuing EducationClick here to enter text.Click here to enter text.Click here to enter text.OtherClick here to enter text.Click here to enter text.Click here to enter text.OtherClick here to enter text.Click here to enter text.Click here to enter text.OtherClick here to enter text.Click here to enter text.Click here to enter text.TotalsClick here to enter text.Click here to enter text.Click here to enter text.PersonnelBriefly comment on what the Program Director does in regards to program effectiveness, including outcomes, organization, administration, continous review, and planning and development. Click here to enter text.Briefly comment on the processes by which the Practicum Coordinator selects and approves appropriate practicum, provides orientation of the practicum experience, provides oversight of the practicum experience and ensures appropriate and sufficient evaluation of student achievement in the practicum experience. Detail precisely how the Practicum Coordinator oversees the students placed at the practicum site. Click here to enter text.Please fill out the following demographic information about the personnel within the Medical Assisting Department. If the Program Director or the Practicum Coordinator also serve as program faculty, include them in this chart. Number of full-time facultyClick here to enter text.Number of part-time facultyClick here to enter text.Number of full-time clerical and/or support staffClick here to enter text.Number of part-time clerical and/or support staffClick here to enter text.Curriculum Describe how the program is designed in order to ensure that there is an appropriate sequence of classroom, laboratory, and clinical activities. In other words, how does the program ensure that students have been taught and assessed on the specific cognitive objectives prior to being taught the psychomotor and affective competencies that are linked to those cognitive objectives? And how does the program ensure that all the applicable cognitive objectives, and psychomotor and affective competencies are achieved prior to the start of any practicum? Click here to enter text.How many hours of practicum are required in the program? Click here to enter text.In what written documentation (Program Handbook, practicum syllabi, and so on) are the students informed that the practicum hours are unpaid?Click here to enter text.In what written documentation (agreement, orientation materials and so on) are the practicum site supervisors informed that the practicum hours are unpaid? Click here to enter text.Describe what type of services that the medical assisting student has access to in the following areas. Please include any other support services that are applicable. Academic AdvisingClick here to enter text.Personal CounselingClick here to enter text.Academic TutoringClick here to enter text.Financial AidClick here to enter puter ResourcesClick here to enter text.LibraryClick here to enter text.On-line Academic ResourcesClick here to enter text.Health ServicesClick here to enter text.Career Counseling Click here to enter text.Other Support ServiceClick here to enter text.Other Support ServiceClick here to enter text.Other Support ServiceClick here to enter text.Other Support ServiceClick here to enter text.Standard IVStudent EvaluationHow does the program inform the students of the academic progress that they are making in the program and how does the student access that information?Click here to enter text.OutcomesCAAHEP accreditation is based upon outcomes, ensuring that programs have met specific thresholds in the outcomes that the program has met for more information about the thresholds and the importance of the outcomes, please see MAERB policy 205. In applying for initial accreditation, the program is attesting that it has begun the process of collecting information in order to demonstrate that it is achieving two specific goals:adhering to the practice of collecting and maintaining dataevaluating its processes in order to best achieve the outcomesRetentionWhat trigger course and/or formal admission process does the program use in order to designate its admission cohort? You can summarize your response from Appendix IV-E. Click here to enter text.Outline below the process that has begun in order to track and/or collect the raw data for the outcome. OutcomesComment on how the program tracks and/or collects the raw data for the outcome.Retention (60% Threshold)Click here to enter text.Job Placement (60% Threshold)Click here to enter text.Graduate Survey Participation (30% Threshold)Click here to enter text.Graduate Satisfaction (80% Threshold)Click here to enter text.Employer Survey Participation (30% Threshold)Click here to enter text.Employer Satisfaction (80% Threshold)Click here to enter text.Exam Participation (30% Threshold)Click here to enter text.Exam Passage (60% Threshold)Click here to enter text.Describe the method that the program uses to encourage graduates or students to take a credentialing exam.Click here to enter text.For programmatic summative measures, what type of tracking mechanism or process (such as master competency checklist, detailed gradebook, electronic portfolio and so on) does the program use to ensure that all graduates have achieved all the MAERB Core Curriculum psychomotor and affective competencies? Click here to enter text.Standard VPublications and DisclosureWhere is it published (catalog, student handbook, brochure, webpage, other misc.)? Page numbers or specific website addressInstitutional Accreditation status, including name, address, and phone number of the accrediting agencyClick here to enter text.Click here to enter text.Academic CalendarClick here to enter text.Click here to enter text.Admissions policies and practicesClick here to enter text.Click here to enter text.Technical Standards, if used by the programClick here to enter text.Click here to enter text.Policy on Advanced PlacementClick here to enter text.Click here to enter text.Policy on Transfer of CreditsClick here to enter text.Click here to enter text.Policy on Experiential LearningClick here to enter text.Click here to enter text.Criteria for graduationClick here to enter text.Click here to enter text.Policies and processes by which students may perform clinical work while enrolled in the programClick here to enter text.Click here to enter text.Practicum policies (supervision, non-remuneration) Click here to enter text.Click here to enter text.Number of credits required for completion of the programClick here to enter text.Click here to enter text.Tuition/fees and other costs required to complete the programClick here to enter text.Click here to enter text.Policies and processes for student withdrawal from programClick here to enter text.Click here to enter text.Policies and processes for refundsClick here to enter text.Click here to enter text.Student grievance policyClick here to enter text.Click here to enter text.Lawful and Non-discriminatory PracticesHow does the sponsoring institution ensure that all activities, such as student and faculty recruitment, student admission, and faculty employment practices, are non-discriminatory and in accordance with federal and state statutes, rules, and regulations. Click here to enter text.Where is the faculty grievance procedure published? And how is it made available to faculty? Click here to enter text.SafeguardsHow are faculty, students, and any participants who are acting in a patient role provided information about the health and safety policies of the medical assisting program? Click here to enter text.Student RecordsWhere are student records for admission, advisement, counseling and evaluation maintained? Click here to enter text.AgreementsDoes the affiliation agreement/memorandum of understanding for the practicum do the following?Describe the relationship, roles, and responsibilities of the sponsor and that entityChoose an item.Include a statement that the students must be supervisedChoose an item.Include a statement that the students must not receive compensation for services as part of the practicumChoose an item.If you responded “no” to any of these questions, please explain. If not, just state “Not Applicable.” Click here to enter text.Additional Forms for Standard IIIResource AssessmentProgram ResourceWhat program Outcomes are affected by that resource and how? (for example, retention or job placement or so on)Tools used to assess the resource (for example, surveys, evaluations, interviews)Dates of MeasurementResultsAction Plan (designed for maintenance or improvement)Action Plan Follow-Up/StatusProgram DirectorEnter here.Enter here.Enter here.Enter here.Enter here.Enter here.Practicum CoordinatorEnter here.Enter here.Enter here.Enter here.Enter here.Enter here.FacultyEnter here.Enter here.Enter here.Enter here.Enter here.Enter here.Advisory CommitteeEnter here.Enter here.Enter here.Enter here.Enter here.Enter here.Clerical StaffEnter here.Enter here.Enter here.Enter here.Enter here.Enter here.Support Staff (Registrar, Admissions, Financial Aid, and so on)Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.FinancesEnter here.Enter here.Enter here.Enter here.Enter here.Enter here.OfficesEnter here.Enter here.Enter here.Enter here.Enter here.Enter here.ClassroomsEnter here.Enter here.Enter here.Enter here.Enter here.Enter here.LaboratoriesEnter here.Enter here.Enter here.Enter here.Enter here.Enter here.Ancillary Student Facilities (library, food services, student health services, learning center)Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Practicum Affiliations Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.EquipmentEnter here.Enter here.Enter here.Enter here.Enter here.Enter here.SuppliesEnter here.Enter here.Enter here.Enter here.Enter here.Enter puter ResourcesEnter here.Enter here.Enter here.Enter here.Enter here.Enter here.Instructional Reference MaterialEnter here.Enter here.Enter here.Enter here.Enter here.Enter here.Faculty/Staff Continuing EducationEnter here.Enter here.Enter here.Enter here.Enter here.Enter here.OtherEnter here.Enter here.Enter here.Enter here.Enter here.Enter here.OtherEnter here.Enter here.Enter here.Enter here.Enter here.Enter here.OtherEnter here.Enter here.Enter here.Enter here.Enter here.Enter here.OtherEnter here.Enter here.Enter here.Enter here.Enter here.Enter here.OtherEnter here.Enter here.Enter here.Enter here.Enter here.Enter here.Curriculum Course ListIt 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 NumberCourse Title# of Lecture Hours# of Lab hours# of credits (if applicable)Cognitive objectives taught (yes/no)Psychomotor/Affective Competencies taught (yes/no)Term TakenPrerequisite, if anyEnter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Enter here.Curriculum Map Cognitive ObjectivesCourse Number (eg, MED 101, MED 107)Assessment Tool List what type of assessment tool is used to measure the achievement of this objective. Be detailed (multiple choice, essay, presentation, fill-in the blank, report, and so on) 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 bodyEnter here.Enter here.Enter here.I.C.2. Identify body systemsEnter here.Enter here.Enter here.I.C.3. Describe: a. body planes; b. directional terms; c. quadrants; d. body cavitiesEnter here.Enter here.Enter here.I.C.4. List major organs in each body systemEnter here.Enter here.Enter here.I.C.5. Identify the anatomical location of major organs in each body systemEnter here.Enter here.Enter here.I.C.6. Compare structure and function of the human body across the life spanEnter here.Enter here.Enter here.I.C.7. Describe the normal function of each body systemEnter here.Enter here.Enter here.I.C.8. Identify common pathology related to each body system including: a. signs; b. symptoms; c. etiologyEnter here.Enter here.Enter here.I.C.9. Analyze pathology for each body system including: a. diagnostic measures; b. treatment modalitiesEnter here.Enter here.Enter here.I.C.10. Identify CLIA waived tests associated with common diseases Enter here.Enter here.Enter here.I.C.11. Identify the classifications of medications including: a. indications for use; b. desired effects; c. side effects; d. adverse reactionsEnter here.Enter here.Enter here.I.C.12. Identify quality assurance practices in healthcareEnter here.Enter here.Enter here.I.C.13. List principles and steps of professional/provider CPREnter here.Enter here.Enter here.I.C.14. Describe basic principles of first aid as they pertain to the ambulatory healthcare settingEnter here.Enter here.Enter here.?II.C Applied MathematicsII.C.1. Demonstrate knowledge of basic math computationsEnter here.Enter here.Enter here.II.C.2. Apply mathematical computations to solve equationsEnter here.Enter here.Enter here.II.C.3. Define basic units of measurement in: a. the metric system; b. the household systemEnter here.Enter here.Enter here.II.C.4. Convert among measurement systemsEnter here.Enter here.Enter here.II.C.5. Identify abbreviations and symbols used in calculating medication dosagesEnter here.Enter here.Enter here.II.C.6.?Analyze healthcare results as reported in: a.??graphs; b.? tablesEnter here.Enter here.Enter here.?III.C Infection ControlIII.C.1. List major types of infectious agents Enter here.Enter here.Enter here.III.C.2. Describe the infection cycle including: a. the infectious agent; b. reservoir; c. susceptible host; d. means of transmission; e. portals of entry; f. portals of exitEnter here.Enter here.Enter here.III.C.3. Define the following as practiced within an ambulatory care setting: a. medical asepsis; b. surgical asepsisEnter here.Enter here.Enter here.III.C.4. Identify methods of controlling the growth of microorganismsEnter here.Enter here.Enter here.III.C.5. Define the principles of standard precautionsEnter here.Enter here.Enter here.III.C.6. Define personal protective equipment (PPE) for: a. all body fluids, secretions and excretions; b. blood; c. non-intact skin; d. mucous membranesEnter here.Enter here.Enter here.III.C.7. Identify Center for Disease Control (CDC) regulations that impact healthcare practicesEnter here.Enter here.Enter here.?IV.C NutritionIV.C.1. Describe dietary nutrients including: a. carbohydrates; b. fat; c. protein; d. minerals; e. electrolytes; f. ?vitamins; g. fiber; h. waterEnter here.Enter here.Enter here.IV.C.2. Define the function of dietary supplementsEnter here.Enter here.Enter here.IV.C.3. Identify the special dietary needs for: a. weight control; b. diabetes; c. cardiovascular disease; d. hypertension; e. cancer; f. lactose sensitivity; g. gluten-free; h. food allergiesEnter here.Enter here.Enter here.?V.C Concepts of Effective CommunicationV.C.1. Identify styles and types of verbal communicationEnter here.Enter here.Enter here.V.C.2. Identify types of nonverbal communicationEnter here.Enter here.Enter here.V.C.3. Recognize barriers to communicationEnter here.Enter here.Enter here.V.C.4. Identify techniques for overcoming communication barriersEnter here.Enter here.Enter here.V.C.5. Recognize the elements of oral communication using a sender-receiver processEnter here.Enter here.Enter here.V.C.6. Define coaching a patient as it relates to: a. health maintenance; b. disease prevention; c. compliance with treatment plan; d. community resources; e. adaptations relevant to individual patient needsEnter here.Enter here.Enter here.V.C.7. Recognize elements of fundamental writing skillsEnter here.Enter here.Enter here.V.C.8. Discuss applications of electronic technology in professional communicationEnter here.Enter here.Enter here.V.C.9. Identify medical terms labeling the word partsEnter here.Enter here.Enter here.V.C.10. Define medical terms and abbreviations related to all body systemsEnter here.Enter here.Enter here.V.C.11. Define the principles of self-boundariesEnter here.Enter here.Enter here.V.C.12. Define patient navigator Enter here.Enter here.Enter here.V.C.13. Describe the role of the medical assistant as a patient navigatorEnter here.Enter here.Enter here.V.C.14. Relate the following behaviors to professional communication: a. assertive; b. aggressive; c. passiveEnter here.Enter here.Enter here.V.C.15. Differentiate between adaptive and non-adaptive coping mechanismsEnter here.Enter here.Enter here.V.C.16. Differentiate between subjective and objective informationEnter here.Enter here.Enter here.V.C.17. Discuss the theories of: a. Maslow; b. Erikson; c. Kubler-RossEnter here.Enter here.Enter here.V.C.18. Discuss examples of diversity: a. cultural; b. social; c. ethnicEnter here.Enter here.Enter here.?VI.C Administrative FunctionsVI.C.1. Identify different types of appointment scheduling methodsEnter here.Enter here.Enter here.VI.C.2. Identify advantages and disadvantages of the following appointment systems: a. manual; b. electronicEnter here.Enter here.Enter here.VI.C.3. Identify critical information required for scheduling patient proceduresEnter here.Enter here.Enter here.VI.C.4. Define types of information contained in the patient’s medical recordEnter here.Enter here.Enter here.VI.C.5. Identify methods of organizing the patient’s medical record based on: a. problem-oriented medical record (POMR); b. source-oriented medical record (SOMR)Enter here.Enter here.Enter here.VI.C.6. Identify equipment and supplies needed for medical records in order to: a. Create; b. Maintain; c. StoreEnter here.Enter here.Enter here.VI.C.7. Describe filing indexing rules Enter here.Enter here.Enter here.VI.C.8. Differentiate between electronic medical records (EMR) and a practice management systemEnter here.Enter here.Enter here.VI.C.9. Explain the purpose of routine maintenance of administrative and clinical equipmentEnter here.Enter here.Enter here.VI.C.10. List steps involved in completing an inventoryEnter here.Enter here.Enter here.VI.C.11. Explain the importance of data back-upEnter here.Enter here.Enter here.VI.C.12. Explain meaningful use as it applies to EMREnter here.Enter here.Enter here.?VII.C Basic Practice FinancesVII.C.1. Define the following bookkeeping terms: a. charges; b. payments; c. accounts receivable; d. accounts payable; e. adjustmentsEnter here.Enter here.Enter here.VII.C.2. Describe banking procedures as related to the ambulatory care settingEnter here.Enter here.Enter here.VII.C.3. Identify precautions for accepting the following types of payments: a. cash; b. check; c. credit card; d. debit cardEnter here.Enter here.Enter here.VII.C.4. Describe types of adjustments made to patient accounts including: a. non-sufficient funds (NSF) check; b. collection agency transaction; c. credit balance; d. third partyEnter here.Enter here.Enter here.VII.C.5. Identify types of information contained in the patient's billing recordEnter here.Enter here.Enter here.VII.C.6. Explain patient financial obligations for services renderedEnter here.Enter here.Enter here.?VIII.C Third Party ReimbursementVIII.C.1. Identify: a. types of third party plans; b. information required to file a third party claim; c. the steps for filing a third party claimEnter here.Enter here.Enter here.VIII.C.2. Outline managed care requirements for patient referralEnter here.Enter here.Enter here.VIII.C.3. Describe processes for: a. verification of eligibility for services; b. precertification; c. preauthorizationEnter here.Enter here.Enter here.VIII.C.4. Define a patient-centered medical home (PCMH) Enter here.Enter here.Enter here.VIII.C.5. Differentiate between fraud and abuseEnter here.Enter here.Enter here.?IX.C Procedural and Diagnostic CodingIX.C.1. Describe how to use the most current procedural coding systemEnter here.Enter here.Enter here.IX.C.2. Describe how to use the most current diagnostic coding classification systemEnter here.Enter here.Enter here.IX.C.3. Describe how to use the most current HCPCS level II coding systemEnter here.Enter here.Enter here.IX.C.4. Discuss the effects of: a. upcoding; b. downcodingEnter here.Enter here.Enter here.IX.C.5. Define medical necessity as it applies to procedural and diagnostic codingEnter here.Enter here.Enter here.?X.C Legal ImplicationsX.C.1. Differentiate between scope of practice and standards of care for medical assistantsEnter here.Enter here.Enter here.X.C.2. Compare and contrast provider and medical assistant roles in terms of standard of careEnter here.Enter here.Enter here.X.C.3. Describe components of the Health Insurance Portability & Accountability Act (HIPAA)Enter here.Enter here.Enter here.X.C.4. Summarize the Patient Bill of RightsEnter here.Enter here.Enter here.X.C.5. Discuss licensure and certification as they apply to healthcare providersEnter here.Enter here.Enter here.X.C.6. Compare criminal and civil law as they apply to the practicing medical assistantEnter here.Enter here.Enter here.X.C.7. Define: a. negligence; b. malpractice; c. statute of limitations; d. Good Samaritan Act(s); e. Uniform Anatomical Gift Act; f. living will/advanced directives; g. medical durable power of attorney; h. Patient Self Determination Act (PSDA); i. risk managementEnter here.Enter here.Enter here.X.C.8. Describe the following types of insurance: a. liability; b. professional (malpractice); c. personal injuryEnter here.Enter here.Enter here.X.C.9. List and discuss legal and illegal applicant interview questionsEnter here.Enter here.Enter here.X.C.10. Identify: a. Health Information Technology for Economic and Clinical Health (HITECH) Act; b. Genetic Information Nondiscrimination Act of 2008 (GINA); c. Americans with Disabilities Act AmendmentsEnter here.Enter here.Enter here.X.C.11. Describe the process in compliance reporting: a. unsafe activities’ b. errors in patient care; c. conflicts of interest; d. incident reportsEnter here.Enter here.Enter here.X.C.12. Describe compliance with public health statutes: a. communicable diseases; b. abuse, neglect, and exploitation; c. wounds of violence Enter here.Enter here.Enter here.X.C.13. Define the following medical legal terms: a. informed consent; b. implied consent; c. expressed consent; d. patient incompetence; e. emancipated minor; f. mature minor; g. subpoena duces tecum; h. respondent superior; i. res ipsa loquitor; j. locum tenens; k. defendant-plaintiff; l. deposition; m. arbitration-mediation; n. Good Samaritan lawsEnter here.Enter here.Enter here.?XI.C Ethical ConsiderationsXI.C.1. Define: a. ethics; b. moralsEnter here.Enter here.Enter here.XI.C.2. Differentiate between personal and professional ethicsEnter here.Enter here.Enter here.XI.C.3. Identify the effect of personal morals on professional performanceEnter here.Enter here.Enter here.?XII.C Protective PracticesXII.C.1. Identify: a. safety signs; b. symbols; c. labelsEnter here.Enter here.Enter here.XII.C.2. Identify safety techniques that can be used in responding to accidental exposure to: a.? blood; b.?other body fluids; c.??needle sticks; d.??chemicalsEnter here.Enter here.Enter here.XII.C.3. Discuss fire safety issues in an ambulatory healthcare environmentEnter here.Enter here.Enter here.XII.C.4. Describe fundamental principles for evacuation of a healthcare settingEnter here.Enter here.Enter here.XII.C.5. Describe the purpose of Safety Data Sheets (SDS) in a healthcare settingEnter here.Enter here.Enter here.XII.C.6. Discuss protocols for disposal of biological chemical materials Enter here.Enter here.Enter here.XII.C.7. Identify principles of: a.? body mechanics; b.??ergonomicsEnter here.Enter here.Enter here.XII.C.8. Identify critical elements of an emergency plan for response to a natural disaster or other emergencyEnter here.Enter here.Enter here. Psychomotor CompetenciesCourse Number (eg, MED 101, MED 107)Assessment Tool List what type of assessment tool is used to measure the achievement of this competency. Be detailed (Check-off sheet, roleplaying with rubric, work product) Crosswalk (if applicable) 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; b. temperature; c. pulse; d. respirations; e. height; f. weight; g. length (infant); h. head circumference (infant); i. pulse oximetryEnter here.Enter here.Enter here.I.P.2. Perform: a. electrocardiography; b. venipuncture; c. capillary puncture; d. pulmonary function testingEnter here.Enter here.Enter here.I.P.3. Perform patient screening using established protocolsEnter here.Enter here.Enter here.I.P.4. Verify the rules of medication administration: a. right patient; b. right medication; c. right dose; d. right route; e. right time; f. right documentationEnter here.Enter here.Enter here.I.P.5. Select proper sites for administering parenteral medicationEnter here.Enter here.Enter here.I.P.6. Administer oral medicationsEnter here.Enter here.Enter here.I.P.7. Administer parenteral (excluding IV) medicationsEnter here.Enter here.Enter here.I.P.8. Instruct and prepare a patient for a procedure or a treatmentEnter here.Enter here.Enter here.I.P.9. Assist provider with a patient examEnter here.Enter here.Enter here.I.P.10. Perform a quality control measureEnter here.Enter here.Enter here.I.P.11. Obtain specimens and perform: a. CLIA waived hematology test; b. CLIA waived chemistry test; c. CLIA waived urinalysis; d. CLIA waived immunology test; e. CLIA waived microbiology testEnter here.Enter here.Enter here.I.P.12. Produce up-to-date documentation of provider/professional level CPREnter here.Enter here.Enter here.I.P.13. Perform first aid procedures for: a. bleeding; b. diabetic coma or insulin shock; c. fractures; d. seizures; e. shock; f. syncopeEnter here.Enter here.Enter here.???II.P Applied Mathematics??II.P.1. Calculate proper dosages of medication for administrationEnter here.Enter here.Enter here.II.P.2. Differentiate between normal and abnormal test results Enter here.Enter here.Enter here.II.P.3. Maintain lab test results using flow sheetsEnter here.Enter here.Enter here.II.P.4. Document on a growth chartEnter here.Enter here.Enter here.???III.P Infection Control??III.P.1. Participate in bloodborne pathogen trainingEnter here.Enter here.Enter here.III.P.2. Select appropriate barrier/personal protective equipment (PPE)Enter here.Enter here.Enter here.III.P.3. Perform handwashingEnter here.Enter here.Enter here.III.P.4. Prepare items for autoclavingEnter here.Enter here.Enter here.III.P.5. Perform sterilization proceduresEnter here.Enter here.Enter here.III.P.6. Prepare a sterile fieldEnter here.Enter here.Enter here.III.P.7. Perform within a sterile fieldEnter here.Enter here.Enter here.III.P.8. Perform wound careEnter here.Enter here.Enter here.III.P.9. Perform dressing changeEnter here.Enter here.Enter here.III.P.10.? Demonstrate proper disposal of biohazardous material: a. sharps; b. regulated wastesEnter here.Enter here.Enter here.???IV.P Nutrition??IV.P.1. Instruct a patient according to patient’s special dietary needsEnter here.Enter here.Enter here.???V.P Concepts of Effective Communication??V.P.1. Use feedback techniques to obtain patient information including: a. reflection; b. restatement; c. clarificationEnter here.Enter here.Enter here.V.P.2. Respond to nonverbal communicationEnter here.Enter here.Enter here.V.P.3. Use medical terminology correctly and pronounced accurately to communicate information to providers and patientsEnter here.Enter here.Enter here.V.P.4. Coach patients regarding: a. office policies; b. health maintenance; c. disease prevention; d. treatment planEnter here.Enter here.Enter here.V.P.5. Coach patients appropriately considering: a. cultural diversity; b. developmental life stage; c. communication barriersEnter here.Enter here.Enter here.V.P.6. Demonstrate professional telephone techniquesEnter here.Enter here.Enter here.V.P.7. Document telephone messages accuratelyEnter here.Enter here.Enter here.V.P.8. Compose professional correspondence utilizing electronic technologyEnter here.Enter here.Enter here.V.P.9. Develop a current list of community resources related to patients’ healthcare needsEnter here.Enter here.Enter here.V.P.10.? Facilitate referrals to community resources in the role of a patient navigator Enter here.Enter here.Enter here.V.P.11. Report relevant information concisely and accuratelyEnter here.Enter here.Enter here.?VI.P Administrative FunctionsVI.P.1. Manage appointment schedule using established prioritiesEnter here.Enter here.Enter here.VI.P.2. Schedule a patient procedureEnter here.Enter here.Enter here.VI.P.3. Create a patient’s medical record Enter here.Enter here.Enter here.VI.P.4. Organize a patient’s medical recordEnter here.Enter here.Enter here.VI.P.5. File patient medical recordsEnter here.Enter here.Enter here.VI.P.6. Utilize an EMR Enter here.Enter here.Enter here.VI.P.7. Input patient data utilizing a practice management systemEnter here.Enter here.Enter here.VI.P.8. Perform routine maintenance of administrative or clinical equipmentEnter here.Enter here.Enter here.VI.P.9. Perform an inventory with documentationEnter here.Enter here.Enter here.?VII.P Basic Practice FinancesVII.P.1. Perform accounts receivable procedures to patient accounts including posting: a. charges; b. payments; c. adjustmentsEnter here.Enter here.Enter here.VII.P.2. Prepare a bank depositEnter here.Enter here.Enter here.VII.P.3. Obtain accurate patient billing informationEnter here.Enter here.Enter here.VII.P.4. Inform a patient of financial obligations for services renderedEnter here.Enter here.Enter here.?VIII.P Third Party ReimbursementVIII.P.1. Interpret information on an insurance cardEnter here.Enter here.Enter here.VIII.P.2. Verify eligibility for services including documentationEnter here.Enter here.Enter here.VIII.P.3. Obtain precertification or preauthorization including documentationEnter here.Enter here.Enter here.VIII.P.4. Complete an insurance claim formEnter here.Enter here.Enter here.?IX.P Procedural and Diagnostic Coding??IX.P.1. Perform procedural codingEnter here.Enter here.Enter here.IX.P.2. Perform diagnostic codingEnter here.Enter here.Enter here.IX.P.3. Utilize medical necessity guidelines Enter here.Enter here.Enter here.?X.P Legal ImplicationsX.P.1.??Locate a state’s legal scope of practice for medical assistants Enter here.Enter here.Enter here.X.P.2.??Apply HIPAA rules in regard to: a.?privacy; b.??release of informationEnter here.Enter here.Enter here.X.P.3.??Document patient care accurately in the medical record Enter here.Enter here.Enter here.X.P.4.??Apply the Patient’s Bill of Rights as it relates to: a.??choice of treatment; b.??consent for treatment; c.??refusal of treatmentEnter here.Enter here.Enter here.X.P.5.??Perform compliance reporting based on public health statutes Enter here.Enter here.Enter here.X.P.6.??Report an illegal activity in the healthcare setting following proper protocol Enter here.Enter here.Enter here.X.P.7.??Complete an incident report related to an error in patient careEnter here.Enter here.Enter here.?XI.P Ethical ConsiderationsXI.P.1.? Develop a plan for separation of personal and professional ethicsEnter here.Enter here.Enter here.XI.P.2.??Demonstrate appropriate response(s) to ethical issues Enter here.Enter here.Enter here.?XII.P Protective PracticesXII.P.1.??Comply with: a.??safety signs; b.??symbols; c.??labelsEnter here.Enter here.Enter here.XII.P.2.??Demonstrate proper use of: a.??eyewash equipment; b.??fire extinguishers; c.??sharps disposal containersEnter here.Enter here.Enter here.XII.P.3.? Use proper body mechanicsEnter here.Enter here.Enter here.XII.P.4.??Participate in a mock exposure event with documentation of specific steps Enter here.Enter here.Enter here.XII.P.5.??Evaluate the work environment to identify unsafe working conditionsEnter here.Enter here.Enter here. Affective CompetenciesCourse Number (eg, MED 101, MED 107)Assessment Tool List what type of assessment tool is used to measure the achievement of this competency. Be detailed (Check-off sheet, roleplaying with rubric, work product) Crosswalk (if applicable) 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 assessmentEnter here.Enter here.Enter here.I.A.2. Incorporate critical thinking skills when performing patient care Enter here.Enter here.Enter here.I.A.3. Show awareness of a patient’s concerns related to the procedure being performedEnter here.Enter here.Enter here.?II.A Applied MathematicsII.A.1. Reassure a patient of the accuracy of the test resultsEnter here.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 settingsEnter here.Enter here.Enter here.?IV.A NutritionIV.A.1. Show awareness of patient’s concerns regarding a dietary change Enter here.Enter here.Enter here.???V.A Concept of Effective Communication??V.A.1. Demonstrate: a. empathy; b. active listening; c. nonverbal communicationEnter here.Enter here.Enter here.V.A.2. Demonstrate the principles of self-boundariesEnter here.Enter here.Enter here.V.A.3. Demonstrate respect for individual diversity including: a. gender; b. race; c. religion; d. age; e. economic status; f. ?appearanceEnter here.Enter here.Enter here.V.A.4. Explain to a patient the rationale for performance of a procedure Enter here.Enter here.Enter here.?VI.A Administrative FunctionsVI.A.1. Display sensitivity when managing appointmentsEnter here.Enter here.Enter here.?VII.A Basic Practice FinancesVII.A.1. Demonstrate professionalism when discussing patient's billing recordEnter here.Enter here.Enter here.VII.A.2. Display sensitivity when requesting payment for services renderedEnter here.Enter here.Enter here.?VIII.A Third Party ReimbursementVIII.A.1. Interact professionally with third party representativesEnter here.Enter here.Enter here.VIII.A.2. Display tactful behavior when communicating with medical providers regarding third party requirementsEnter here.Enter here.Enter here.VIII.A.3. Show sensitivity when communicating with patients regarding third party requirementsEnter here.Enter here.Enter here.???IX.A Procedural and Diagnostic Coding??IX.A.1. Utilize tactful communication skills with medical providers to ensure accurate code selectionEnter here.Enter here.Enter here.?X.A Legal ImplicationsX.A.1. Demonstrate sensitivity to patient rightsEnter here.Enter here.Enter here.X.A.2. Protect the integrity of the medical record Enter here.Enter here.Enter here.?XI.A Ethical ConsiderationsXI.A.1. Recognize the impact personal ethics and morals have on the delivery of healthcareEnter here.Enter here.Enter here.?XII.A Protective PracticesXII.A.1. Recognize the physical and emotional effects on persons involved in an emergency situationEnter here.Enter here.Enter here.XII.A.2. Demonstrate self-awareness in responding to an emergency situationEnter here.Enter here.Enter here.Instructions and Schema for Organizing the Self-Study SubmissionIn the section above, you received detailed information about the Appendices that accompany the Self-Study that you submit. In this section, there is an extended discussion about how to organize the Appendices, using the naming convention that is outlined in the earlier section for your submission of the Self-Study. Here are some general rules of practice for organizing the Self-Study submission. Even if the specific appendix does not apply to your program, such as consortium agreement, multiple campus, Teaching Invasive and Protective Competencies Via Distance Education (TIPCDE) Workbook, and potential other appendices, you will need to insert a document with the correct name. Inside the document, just indicate “Not Applicable.” There may be times in which you need to submit a folder rather just a file, due to the nature of the program’s documentation. If that is the case, follow the general practice and logic that is implicit in the naming convention. You may only use PDF files, Excel Files, or Word files for the Appendices. The examples below are in Word just for the sake of convenience.Then the folders that contain the Appendices should follow this pattern: Example of documents for a Faculty Workbook folder:Examples of Documents for a Practicum Coordinator Workbook Folder:Curricular MaterialsSites being visited in fall 2020 and later will be required to submit their assessment tools for the MAERB Core Curriculum together with their Self Study. There is a required method for organizing those tools which is outlined below. Because MAERB will be storing the Self-Study on its server, there is the need to make sure that these tools are organized as efficiently as possible. There is a brief outline for organization in the Appendices section, but we are providing you with more details and visuals in this section. First, you would create one folder titled, IIIM.CoreCurr. Within that folder, you would have three folders with the following titles: Affective, Cognitive, and Psychomotor. In other words, you will begin your organization of the material based on the three domains. Here is the visual to illustrate the organization of the larger folder. Then, within each domain folder, you will include separate documents that contain the assessment tool for each objective or competency. Below you will find an example of how you would organize the assessment tools. Most of your assessment tools are likely to be stand-alone documents. There may be times, because you have several assessment tools for a given competency, in which you’ll want to include a folder for a specific objective or competency, as is shown above with IX.A.1. DO NOT CREATE FOLDERS FOR INDIVIDUAL DOCUMENTS. IT IS MORE TIME CONSUMING FOR YOU AND THE REVIEWERS OF THE SELF STUDY. MAERB WARNINGIt is important to recognize an idiosyncrasy that exists with the numbering system. The MAERB Core Curriculum uses Roman numerals and, in computer ordering, Roman numeral “IX” (9) falls before Roman numeral “V” (5) rather than before Roman numeral “X” (10) where it actually belongs. In addition, if you use folders, the folders will be organized as a separate category and then the documents will be organized as its own category. These are small idiosyncrasies, but it is something to note. For the individual assessment tools, you will need to do the following:Put the number of the course on the specific document, for example, MEDA 101Highlight the specific objective or competency that you are illustrating. You would follow that pattern for all three of the curricular folders: cognitive, psychomotor and affective. Here is an example of how to illustrate an affective competency. For a cognitive objective, you would indicate on a test what questions apply to the specific cognitive objective so that the specific questions are easy to find. In other words, you might have a fifteen-page test, but in illustrating I.C.4 cognitive objective, you would highlight the one or two questions that evaluate the students on that objective. You also might have several psychomotor competencies and affective competencies on one tool, and you would label and highlight the specific tool that you are looking at. Just to reiterate, when you are providing assessment tools for the cognitive objectives and the psychomotor and affective competencies, you MUST highlight the specific section that addresses the specific cognitive objective or psychomotor & affective competency. For example, if you are assessing V.C.1 “Identify styles and types of verbal communication” with a test that includes other topics, highlight the question(s) that specifically require the student to identify styles and types of nonverbal communication. If you use the same test to assess V.C.3 “Recognize barriers to communication,” you would create another electronic file and highlight the question(s) that assess that particular objective. With the psychomotor and affective competencies, you MUST highlight the specific step that addresses the competency. For example, V.P.2 “Respond to nonverbal communication” might be embedded into a checkoff sheet that includes a number of competencies, but when you are including the checkoff sheet in your psychomotor folder under “V.P.2” you need to highlight the specific step. If you use the same checkoff sheet for a different psychomotor competency, you would then create a different file for each competency and highlight the specific step in each one. ................
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