Chapter 9
Curriculum to Accompany
Medical Assisting:
Administrative and Clinical Competencies,
6th Edition
Course:
Health Care Coverage
Curriculum to Accompany Medical Assisting: Administrative and Clinical Competencies, 6th Edition
Course: Health Care Coverage
Contents
Part A: Fundamentals of Managed Care
Part B: Health Care Plans
Part C: Preparing Claims
Curriculum to Accompany Medical Assisting: Administrative and Clinical Competencies, 6th Edition
Course: Health Care Coverage
Course Overview
In the big picture of health care coverage, one will find many unique and individual facets that compose this picture. In today’s world, insurance coverage may be through a managed care provider, a preferred provider organization, and/or traditional plans through commercial carriers. Everyone likes to have choices when it comes down to health care coverage whether it is employers, employees, carriers, and/or consumers. This module addresses health care coverage with the most efficient and effective ways to obtain maximal reimbursement.
Resource List
Textbook: Thomson Delmar Learning’s Medical Assistant: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2007, Thomson Delmar Learning, ISBN 1-4180-6633-8. Chapter 9.
Student CD-ROM: CD-ROM that accompanies Thomson Delmar Learning’s Medical Assistant: Administrative and Clinical Competencies, Sixth Edition. This CD-ROM contains StudyWARE, The Critical Thinking Challenge, and an Audio Library.
Workbook: Workbook to accompany Thomson Delmar Learning’s Medical Assistant: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2007, Thomson Delmar Learning, ISBN 1-4180-3267-0. Chapter 9.
Instructor’s Materials: Instructor’s Resource Manual to accompany Thomson Delmar Learning’s Medical Assistant: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2007, Thomson Delmar Learning, ISBN 1-4180-3268-9.
Instructor’s CD-ROM: Electronic Classroom Manager to accompany Thomson Delmar Learning’s Medical Assistant: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2007, Thomson Delmar Learning, ISBN 1-4180-3269-2.
DVD: Thomson Delmar Learning’s Critical Thinking for Medical Assistants DVD Series. Program 5: Insurance and Coding. Series ISBN 1-4018-3857-X.
DVD: Thomson Delmar Learning’s Skills and Procedures for Medical Assistants DVD Series. Program 3: Modern Reimbursement Procedures. Series ISBN 1-4018-3868-5.
The Internet: It is strongly recommended that faculty and learners alike have a working knowledge of the Internet.
Equipment List
1. Multimedia projector
2. Computer with Internet access
3. Multimedia equipment
4. AAMA credentialing information
5. AMT credentialing information
6. DVD player
CAAHEP content
III.C.1.f(3) Insurance, procedural and diagnostic coding
ABHES content
VI.B.1.b(7)(c) Insurance (including HMOs, PPOs, co-pays, CPT coding, etc.)
CAAHEP competencies
III.C.1.a(3)(a) Apply managed care policies and procedures
III.C.1.a(3)(b) Apply third party guidelines
III.C.1.a(3)(c) Perform procedural coding
III.C.1.a(3)(d) Perform diagnostic coding
III.C.1.a(3)(e) Complete insurance claim forms
ABHES competencies
VI.B.1.a(3)(t) Apply managed care policies and procedures
VI.B.1.a(3)(v) Perform diagnostic coding
VI.B.1.a(3)(w) Complete insurance claim forms
VI.B.1.a(3)(x) Use a physician’s fee schedule
Learning Activities
(HW) Terminology Notebook. Assign chapter for reading and have students define key terms and retain in a key term notebook for future reference.
(ICD) Have the students to discuss the differences between HMO, PPO, group, and individual coverage.
(ICA) Show a DVD clip—“Introduction to insurance and coding” from Program 5: Insurance and Coding (Critical Thinking series).
(ICA) Provide 2-3 scenarios for students to apply and understand the birthday rule.
(ICA) Provide examples of different co-payment amounts (80-20, 60-40, 70-30); have the students to calculate the various balances due from the patient.
(ICA) Drill the students on the various terms in Table 9-1 to ensure understanding of them.
(HW) Activity. Complete Activity 2 on page 269 of the text.
(HW) Chapter 9, Unit 1 Workbook Assignment Sheet.
(ICA) Show a DVD clip—“Insurance and HIPAA” from Program 5: Insurance and Coding (Critical Thinking series).
(ICA) Show a DVD clip—“Explanation of benefits (EOB)” from Program 3: Modern Reimbursement Procedures (Skills and Procedures series).
(ICA) Obtain copies of EOBs (black out the names) for students to review.
(ICA) Create 2-3 scenarios that have an annual deductible amount due from 80-20, 70-30, and 60-40 plans. Have the students to calculate the balance due from the patient including the deductible.
(ICD) Ask the students how many of them or their families have been required to pre-certify and/or pre-authorize to receive medical services.
(ICD) Contrast the various HMO models.
(ICD) If IPAs are common in your area, give the students practice names to see how many of them knew of their status.
(ICA) Involve the students in a pro/con discussion for the gatekeeper (PCP). Talk about the ethical implications involved with the gatekeeper.
(ICA) Poll the students to see how many of them are aware of CDHPs. If unaware, initiate a discussion of which account each of them would prefer to cover their expenses and their rationale for their preference.
(HW) Discuss the four major types of state benefits for workers’ compensation claims.
(HW) Ask the students to identify the differences in Medicare and Medicaid coverage.
(HW) Have the students to identify what individuals are eligible for TRICARE coverage.
(HW) Chapter 9, Unit 2 Workbook Assignment Sheet.
(ICD) Ask the students to tell you the difference(s) in ICD and CPT coding.
(ICD) Have the students to point out vital portions of the CMS1500 claim form and why the information is so important.
(ICA) Provide for student review properly completed CMS1500 forms as a reference point (use fictitious names or black out the names).
(ICA) Show a DVD clip—“Coding and processing insurance claims” from Program 3: Modern Reimbursement Procedures (Skills and Procedures series).
(ICA) Show a DVD clip—“CPT codes” from Program 3: Modern Reimbursement Procedures (Skills and Procedures series).
(ICA) Show a DVD clip—“ICD-9-CM codes” from Program 3: Modern Reimbursement Procedures (Skills and Procedures series).
(ICA) Have the students to identify common errors in insurance claim submissions.
(ICA) Contrast the difference in accepting assignment and participating physicians.
(ICA) Show a DVD clip—“Checking for coding errors” from Program 5: Insurance and Coding (Critical Thinking series).
(ICA) Show a DVD clip—“Claims and codes” from Program 5: Insurance and Coding (Critical Thinking series).
(ICA) Complete Procedure 9-1; retain copy of the encounter form as work product and attach to the performance objective checklist.
(ICA) Complete Procedure 9-2; retain copy of the completed CMS1500 claim form as work product and attach to the performance objective checklist.
(ICA) Access the MOSS student CD to complete and print an insurance claim form from a case study. (This could be used as documentation of the completed CMS1500 for Procedure 9-2.)
(HW) Chapter 9, Unit 3 Workbook Assignment Sheet.
(HW) The Critical Thinking Challenge, pages 267-268.
(HW) The StudyWare Challenge, Chapter 9. Have students take the Quiz in “Quiz Mode” and either email their scores to the instructor, or print the scores to turn in.
(ICA) Following review of the chapter and homework assignments, give a quiz on this chapter that includes the content and competencies listed for CAAHEP and ABHES.
Part A: Fundamentals of Managed Care
Learning Objectives
Cognitive
1. Define the key terms presented in the unit.
2. Describe the changes in health care coverage in the last 20 years and the reasons for the changes.
3. Explain the purpose of HMO’s.
4. Explain the concept of managed care.
5. Distinguish the two major classes of health insurance.
6. Explain the reason for keeping patient insurance information confidential.
7. List the different types of health insurance discussed in the unit.
8. Explain the birthday rule.
Initial Questions and Activities
↙ Have the students to discuss the differences between HMO, PPO, group, and individual coverage
|Key Concepts |References & Activities |Slides |
|Health maintenance organizations (HMOs) |Page 237 |3-7 |
|Insurance terms |Table 9-1, Pages 238-239 | |
|The birthday rule |Page 240 |8-9 |
|The insurance paper trail |Pages 240-241 | |
(ICA) In-Class Activities
1. Show a DVD clip—“Introduction to insurance and coding” from Program 5: Insurance and Coding (Critical Thinking series).
2. Provide 2-3 scenarios for students to apply and understand the birthday rule
3. Drill the students on the various terms in Table 9-1 to ensure understanding of them.
(ICD) In-Class Discussion
1. What is the primary purpose of HMOs?
They serve to help contain health care costs; examples include promoting wellness; encouraging routine physical, examinations, and vaccinations; and, requesting that patients see providers as soon as possible when health problems arise.
2. What is the birthday rule?
The rule deals with dependent children when both parents have equal health care coverage. The parent with the birthday occurring first in the calendar year has primary coverage for the dependents. If both parents have the same birthday, the one with the longest running plan is the primary. In cases of divorce, the parent with custody of the minor children is primary. However, if a court orders a specific parent as responsible for providing coverage, the rule is void.
(HW) Homework Assignments
1. Terminology Notebook. Assign unit for reading and have students define key terms and retain in a key term notebook for future reference.
2. Activity. Complete Activity 2 on page 269 of the text.
3. Chapter 9, Unit 1 Workbook Assignment Sheet.
Presentation Tools
Note to Instructors: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
|Chapter 9, Slides |Introduce the course and unit. |
|1-2 | |
|Slide 3-7 |Health maintenance organizations (HMOs). |
|Slide 5 |Include the concept that managed care plans encourage preventative medicine by paying for annual physical |
| |examinations, well-baby and well-woman check ups, and vaccinations. |
|Slides 8-9 |The birthday rule. |
|Slide 10 |Have students answer the checkpoint questions on the slide to review the content in the unit. |
Part B: Health Care Plans
Learning Objectives
Cognitive
1. Define the key terms in the unit.
2. Identify the original purpose of an indemnity-type insurance plan.
3. Identify the health care philosophy of an HMO.
4. Name the types of HMOs and explain their differences.
5. Explain how a PPO differs from an HMO.
6. List five federal health care plans.
7. Name the three centers that were established by the changes in 2001.
Initial Questions and Activities
↙ Ask the students how many of them or their families have been required to pre-certify and/or pre-authorize to receive medical services
↙ Contrast the various HMO models.
↙ If IPAs are common in your area, give the students practice names to see how many of them knew of their status.
|Key Concepts |References & Activities |Slides |
|Commercial health insurance |Pages 242-243 |12 |
|Types of HMOs |Page 243 |13-14 |
|Consumer-driven health plans (CDHPs) |Page 244 | |
|Workers’ compensation |Page 245 |15 |
|Medicaid coverage |Page 245 |15 |
|Medicare coverage |Pages 247-250 |15 |
|TRICARE (CHAMPUS) |Page 250 |16 |
(ICA) In-Class Activities
1. Show a DVD clip—“Insurance and HIPAA” from Program 5: Insurance and Coding (Critical Thinking series).
2. Show a DVD clip—“Explanation of benefits (EOB)” from Program 3: Modern Reimbursement Procedures (Skills and Procedures series).
3. Obtain copies of EOBs (black out the names) for students to review.
4. Create 2-3 scenarios that have an annual deductible amount due from 80-20, 70-30, and 60-40 plans. Have the students to calculate the balance due from the patient including the deductible.
5. Involve the students in a pro/con discussion for the gatekeeper (PCP). Talk about the ethical implications involved with the gatekeeper.
6. Poll the students to see how many of them are aware of CDHPs. If unaware, initiate a discussion of which account each of them would prefer to cover their expenses and their rationale for their preference.
(ICD) In-Class Discussion
1. Describe the differences between pre-certification, pre-authorization, and pre-determination.
For pre-certification, the carrier is consulted to see if the patient is covered for a proposed treatment. For pre-authorization, the carrier is consulted to determine if the service if covered and medically necessary. In pre-determination, the carrier informs the provider how much will be paid for the proposed treatment.
2. When did the federal government create consumer-driven health plans?
2003.
3. True or False? The patient is always billed in cases of work-related claims.
False; the patient should never be billed for such claims unless the treatment was unauthorized or considered excessive by the workers’ compensation commission.
4. How often are Medicaid cards issued to eligible recipients?
The cards are issued on a monthly basis, one of the reasons that it is so important to verify current coverage by requesting the card when registering for an appointment.
5. Which agency is responsible for administering Medicare?
The Social Security Administration.
6. Name one stipulation of HIPAA directly relevant to Medicare claims.
Effective 10/1/05, all providers are required to submit Medicare claims electronically.
7. Which carrier was established to help dependents of active military service personnel and their dependents?
TRICARE (CHAMPUS)
(HW) Homework Assignments
1. Terminology Notebook. Assign unit for reading and have students define key terms and retain in a key term notebook for future reference.
2. Assign students to write a 1-2 page paper on one of the following topics:
• Discuss four major types of state benefits for workers’ compensation claims
• Identify the differences in Medicare and Medicaid coverage.
• Identify what individuals are eligible for TRICARE coverage.
3. Chapter 9, Unit 2 Workbook Assignment Sheet.
Presentation Tools
Note to Instructors: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
|Chapter 9, Slides |Introduce the unit. |
|11 | |
|Slide 12 |Indemnity-type insurance plans. |
|Slides 13-14 |Health maintenance organizations. |
| |Discuss why PPOs are beneficial for the physician that enrolls to provide such services. |
|Slides 15-16 |Federal health care plans. |
| |Tell students when an injured worker must file a claim for work-related injuries for eligibility of |
| |workers’ compensation coverage. |
|Slide 17 |Centers established in 2001: The Center for Medicaid & Medicare Service (CMS), the Center for Beneficiary |
| |Choices, and the Center for Medicaid and State Operations |
|Slide 18 |Have students answer the checkpoint questions on the slide to review the content in the unit. |
Part C: Preparing Claims
Learning Objectives
Cognitive
1. Define the key terms in the unit.
2. Explain why claim forms were developed.
3. Explain the meaning of primary and secondary coverage and how it affects coverage.
4. Name the two main classifications of codes and explain their basic difference.
5. Explain the meanings of both the “reason rule” and sequencing.
6. List four general coding rules.
7. Identify two things to be done before completing a patient’s claim form.
8. List six common errors made when filing claims.
9. Explain the purpose of an insurance log, listing six of the items to enter.
10. Name four pieces of information to have before calling to follow up on a delinquent insurance claim.
11. Explain the phrase “accept assignment.”
12. Describe what action should be taken when a procedure is not covered by insurance.
13. Name five of the seven items necessary for adequate documentation on a patient’s record.
14. Identify three ways to stay current with Medicare and other insurance company regulations.
Psychomotor
15. Properly identify CPT and ICD coding applications.
16. Demonstrate accurate completion of an insurance claim form.
Initial Questions and Activities
↙ Ask the students to tell you the difference(s) in ICD and CPT coding.
↙ Provide for student review properly completed CMS1500 forms as a reference point (use fictitious names or black out the names)
↙ Contrast the difference in accepting assignment and participating physicians.
|Key Concepts |References & Activities |Slides |
|Claim forms and the history of coding |Pages 253-254 |20-21 |
|ICD-9-CM coding rules |Page 255 |22, 24-26 |
| |Figure 9-8 | |
|HCPCS coding set |Page 257 |23 |
|Using the CPT coding book |Pages 257-259 |22, 24-26 |
| |Procedure 9-1 | |
|Accurately completing a claim form |Pages 259-261 |24-27 |
| |Procedure 9-2 | |
|Insurance logs |Page 261 |30 |
|Delinquent claims |Page 263 |31-32 |
|Common insurance claim errors |Pages 263-264 |28-29 |
|Electronic filing |Page 264 | |
|Accepting assignment |Page 264 |34 |
|Medicare audit and reimbursement |Pages 264-265 |35 |
|The future of insurance claims and the importance of keeping |Page 265 |36 |
|current | | |
(ICA) In-Class Activities
1. Have the students to point out vital portions of the CMS1500 claim form and why the information is so important.
2. Show a DVD clip—“Coding and processing insurance claims” from Program 3: Modern Reimbursement Procedures (Skills and Procedures series).
3. Show a DVD clip—“CPT codes” from Program 3: Modern Reimbursement Procedures (Skills and Procedures series).
4. Show a DVD clip—“ICD-9-CM codes” from Program 3: Modern Reimbursement Procedures (Skills and Procedures series).
5. Have the students identify common errors in insurance claim submissions.
6. Show a DVD clip—“Checking for coding errors” from Program 5: Insurance and Coding (Critical Thinking series).
7. Show a DVD clip—“Claims and codes” from Program 5: Insurance and Coding (Critical Thinking series).
8. Complete Procedure 9-1; retain copy of the encounter form as work product and attach to the performance objective checklist.
9. Complete Procedure 9-2; retain copy of the completed CMS1500 claim form as work product and attach to the performance objective checklist.
10. Access the MOSS student CD to complete and print an insurance claim form from a case study. (This could be used as documentation of the completed CMS1500 for Procedure 9-2.)
11. Following review of the chapter and homework assignments, give a quiz on this chapter that includes the content and competencies listed for CAAHEP and ABHES.
(ICD) In-Class Discussion
1. What does “third party reimbursement” indicate?
This phrase indicates that someone other than the patient is responsible for paying for the rendered services.
2. Which coding manual would be referenced for assigning diagnostic codes?
Currently, diagnostic codes are assigned from the ICD-9-CM; however, in the future, the ICD-10 may be referenced.
3. How many sections are found in the CPT manual?
There are six: evaluation and management; anesthesiology; surgery; radiology, pathology and laboratory; and, medicine.
4. On the CMS1500 form, the National Provider Identification number (NPI) must be inserted in what blocks?
Blocks 24 and 33.
5. Why would a Medicare audit be performed?
An audit would be done if there is any question as to the amount of service rendered in exchange for the claim paid.
(HW) Homework Assignments
1. Terminology Notebook. Assign unit for reading and have students define key terms and retain in a key term notebook for future reference.
2. Chapter 9, Unit 3 Workbook Assignment Sheet.
3. The Critical Thinking Challenge, pages 267-268.
4. The StudyWare Challenge, Chapter 9. Have students take the Quiz in “Quiz Mode” and either email their scores to the instructor, or print the scores to turn in.
Presentation Tools
Note to Instructors: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
|Chapter 9, Slides |Introduce the course and unit. |
|19 | |
|Slides 20-21 |Include in the discussion that the primary carrier is billed for services first; once the claim has been |
| |processed and paid, a copy of the EOB and balance due is sent to the secondary carrier for payment. |
| |Inform the students that there is a possibility that the ICD-9-CM may one day become the ICD-10. |
|Slides 22-23 |Insurance codes: ICD-9-CM, CPT, HCPCS. |
|Slide 24 |The reason rule and sequencing. |
|Slides 25-26 |Coding guidelines. |
| |Include a discussion of modifiers for CPT codes for processing of claims and reimbursement. |
|Slides 27-29 |Common claim errors and things to check for before sending a claim. |
| |If a patient has signed a release form in their medical record or the financial office, it is acceptable |
| |to indicate on the claim form “signature on file” rather than having the patient sign the claim form. |
|Slide 30 |Insurance logs. |
|Slides 31-32 |Following up on delinquent claims. |
|Slides 33-35 |Accepting assignment, noncovered procedures, and documentation. |
| |Include in the discussion the ABN for non-covered services. |
|Slide 36 |Staying current with Medicare and other insurance company guidelines. |
|Slide 37 |Have students answer the checkpoint questions on the slide to review the content in the unit. |
|Slides 38-39 |The Keys to Career Success slides emphasize the relationship of the material learned in the classroom to |
| |on-the-job success. |
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