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Solution Manual For 3-2-1 Code It! 2020, 8th Edition

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    ’s Manual to Accompany 3-2-1 Code It! 2020 Michelle A. Green, MPS, RHIA, FAHIMA, CPC Technical Collaborators Marsha Diamond, CPC, COC, CCS, CPMA Lisa Riggs, CPC, CPC-I, AAS Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States 62679_fm_rev03.indd 1 1/20/20 5:09 PM

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    PREFACE v SECTION I P REPARIN g Y O u R C O u RSE 1 SEMESTER PLANS 3 ADMINISTERING EXAMS 5 GRADING ASSIGNMENTS AND EXAMS 5 LESSON PLANS 5 SECTION II A NS w ER K EYS TO Ch APTER Ex ERCISES AN d R E v IE w S 27 Chapter 1 – Overview of Coding 28 Chapter 2 – Introduction to ICD-10-CM and ICD-10-PCS Coding 30 Chapter 3 – ICD-10-CM and ICD-10-PCS Coding Conventions 33 Chapter 4 – Chapter-Specific Coding Guidelines: ICD-10-CM Chapters 1–10 41 Chapter 5 – Chapter-Specific Coding Guidelines: ICD-10-CM Chapters 11–21 44 Chapter 6 – ICD-10-CM and ICD-10-PCS Hospital Inpatient Coding 48 Chapter 7 – ICD-10-CM Outpatient and Physician Office Coding 60 Chapter 8 – HCPCS Level II Coding System 67 Chapter 9 – Introduction to CPT Coding 72 Chapter 10 – CPT Evaluation and Management 75 Chapter 11 – CPT Anesthesia 83 Chapter 12 – CPT Surgery I 89 Chapter 13 – CPT Surgery II 94 Chapter 14 – CPT Surgery III 101 Chapter 15 – CPT Surgery IV 105 Chapter 16 – CPT Surgery V 109 Chapter 17 – CPT Radiology 117 Chapter 18 – CPT Pathology and Laboratory 120 Chapter 19 – CPT Medicine 125 Chapter 20 – Insurance and Reimbursement 127 SECTION III A NS w ER K EYS TO wORK b OOK A SSI g N m ENTS AN d R E v IE w S 129 Chapter 1 – Overview of Coding 130 Chapter 2 – Introduction to ICD-10-CM and ICD-10-PCS Coding 135 Chapter 3 – ICD-10-CM and ICD-10-PCS Coding Conventions 138 Chapter 4 – Chapter-Specific Coding Guidelines: ICD-10-CM Chapters 1–10 141 Chapter 5 – Chapter-Specific Coding Guidelines: ICD-10-CM Chapters 11–21 143 Chapter 6 – ICD-10-CM and ICD-10-PCS Hospital Inpatient Coding 146 Chapter 7 – ICD-10-CM Outpatient and Physician Office Coding 173 Chapter 8 – HCPCS Level II Coding System 180 Chapter 9 – Introduction to CPT Coding 185 Chapter 10 – CPT Evaluation and Management 190 Chapter 11 – CPT Anesthesia 196 Chapter 12 – CPT Surgery I 204 Chapter 13 – CPT Surgery II 207 Chapter 14 – CPT Surgery III 211 Chapter 15 – CPT Surgery IV 214 Contents iii 62679_fm_rev03.indd 3 1/20/20 5:09 PM

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    iv Contents Chapter 16 – CPT Surgery V 219 Chapter 17 – CPT Radiology 225 Chapter 18 – CPT Pathology and Laboratory 228 Chapter 19 – CPT Medicine 232 Chapter 20 – Insurance and Reimbursement 235 SECTION I v A NS w ER K EYS TO wORK b OOK C O d IN g C ASES 241 Ambulatory Surgery Unit Coding Cases Answer Key (for Workbook Appendix A) 242 Emergency Department Coding Cases Answer Key (for Workbook Appendix B) 245 Physician Office Coding Cases Answer Key (for Workbook Appendix C) 247 Inpatient Coding Cases Answer Key (for Workbook Appendix D) 250 SECTION v A NS w ER K EY TO wORK b OOK A PPEN d I x E: mOCK C ERTIFIE d P ROFESSIONA l C O d ER (CPC) C ERTIFICATION Ex A m INATION 253 SECTION v I A NS w ER K EY TO wORK b OOK A PPEN d I x F: mOCK C ERTIFIE d C O d IN g S PECIA l IST —Ph YSICIAN b ASE d (CCS-P) C ERTIFICATION Ex A m INATION 255 SECTION v II A NS w ER K EY TO wORK b OOK A PPEN d I x g : mOCK C ERTIFIE d C O d IN g S PECIA l IST (CCS) C ERTIFICATION Ex A m INATION 261 62679_fm_rev03.indd 4 1/20/20 5:09 PM

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    This ’s Manual is organized into seven sections: ● Section I: Preparing Your Course Section I contains sample semester plans and policies for administering exams and grading assignments and exams. Chapter lesson plans that can be modified for individual use are included. Note: ● Section II: Answer Keys to Chapter Exercises and Reviews ● Section III: Answer Keys to Workbook Assignments and Reviews Sections II and III are organized according to chapter. Note: ● Section IV: Answer Keys to Workbook Appendices A–D: Coding Patient Records Answer Key to Appendix A: Coding Ambulatory Care Surgery Patient Records Answer Key to Appendix B: Coding Emergency Department Patient Records Answer Key to Appendix C: Coding Physician Office Records Answer Key to Appendix D: Coding Hospital Inpatient Records ● Section V: Answer Key to Workbook Appendix E: Mock Certified Professional Coder (CPC) Certification Examination ● Section VI: Answer Key to Workbook Appendix F: Mock Certification Coding Specialist-Physician (CCS-P) Certification Examination ● Section VII: Answer Key to Workbook Appendix G: Mock Certified Coding Specialist (CCS) Certification Examination Preface v Consider placing a sticky note as a tab at the beginning of each section in the ’s Manual. Teaching Tip: 62679_fm_rev03.indd 5 1/20/20 5:09 PM

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    vi Preface S T ud ENT wORK b OOK The workbook follows the chapter organization of the core textbook and contains application-based assignments. Each assignment contains a list of objectives, an overview of content relating to the assignment, and instructions for completing the assignment. The last assignment in each workbook chapter contains review questions in multiple-choice format to emulate credentialing exam questions. The workbook also contains actual patient records and mock CPC, CCS-P, and CCS certification examinations. E NCO d ER P RO . CO m Ex PERT Enhance your course with Cengage learning materials and an online coding tool from Optum360®. EncoderPro.com Expert is an online coding and reference tool designed to enhance your coding capabilities. ● Using online coding tools can help by saving you time and money; ● Increasing accuracy, reducing denials, and ensuring you receive complete reimbursement; and ● Reducing required storage space and paper. Features of EncoderPro.com Expert include: ● ICD-10-CM/PCS, HCPCS level II, and CPT code content search ● ICD-10 mapping tools ● Coders' Desk Reference ● Complete code history ● Local Coverage Determinations (LCDs) and Medicare Pub. 100 access ● Medicare CCI edits ● Modifier crosswalk ● Enhanced compliance editor ● Enhanced LCD/NCD policy searching ● Cross-coder relationships from seven coding and billing specialty reference books To make the switch and start saving on coding materials with Cengage and Optum360®, contact your Cengage Learning Consultant today at cengage.com/repfinder. I NSTR u CTOR C O m PANION SITE Additional resources can be found online at http://login.cengage.com . Items listed as Resources are password-protected. To access the protected Resources, go to http://login.cengage.com to create a unique single-user sign-on. Contact your sales representative for more information. Login instructions for Student Resources listed on the Student Companion Site are located in the textbook Preface. Note: The and Student Companion Sites also include files that contain updates to the textbook and its supplements, which were changes made to the textbook, workbook, instructor’s manual, and/or computerized test bank after publication (e.g., revised codes due to coding updates). You are welcome to email the author at michelle.ann.green@gmail.com with questions or comments. The author will respond to your emails, and appropriate corrections will be posted to provide clarification about the textbook and its supplements. Teaching Tip: 62679_fm_rev03.indd 6 1/20/20 5:09 PM

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    Preface vii INSTR u CTOR RESO u RCES In addition to this electronic version of the ’s Manual, the Resources contain an online computerized testbank powered by Cognero, and instructor’s slides created in PowerPoint®. These supplements are located at the password-protected Companion Site at http://login.cengage.com. The Cognero testbank contains multiple choice and completion (coding) questions. Cognero software is available on the Companion Site to allow you to generate exams quickly, which can be printed, exported and uploaded to a learning management system (e.g., Blackboard), or web-enabled. This means that you can create different versions of the same exam for large classes of students (when students cannot be separated from each other by an empty desk). To save you some time, exported files for Blackboard, Moodle, Angel, Desire2Learn, and Canvas can be downloaded directly from the Companion Site. Teaching Tip: 62679_fm_rev03.indd 7 1/20/20 5:09 PM

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    1 Green’s 3 ‐ 2 ‐ 1 Code It!, 2020 Short Answer/Discussion Questions ANSWER KEY Scenario 1 1. Answers will vary. Joan should be told that sharing medical records that contain patient identification information is prohibited by HIPAA. 2. Answers will vary. In the future, if Joan wants to share a medical record with the class, she should ask her professor about the correct process for sharing a redacted record (that does not contain personal identifiers such as patient and provider names, date of birth, social security number, etc.). 3. Answers will vary. Coding actual records is different from coding case studies because case studies have limited information available for coding practice. Actual records contain all reports needed to assign codes, so students spend much more time reviewing reports to determine diagnoses and procedures to which ICD ‐ 10 ‐ CM/PCS codes are assigned. Scenario 2 1. Answers will vary. No, Matthew should not tell his mother about his sister's diagnosis, and he should also not call his sister about the information he has learned. Yes, this is a HIPAA violation that will result in his immediate termination from his position and could result in civil liability for the facility. 2. Answers will vary. Matthew's reviewing and coding his sister's record is a HIPAA violation. Because Matthew is an employee at the hospital he needs to abide by all privacy and security laws regarding patient confidentiality. That means as soon as he noticed that the record he was reviewing was his family member's, he should have notified his supervisor that the record should be reassigned to another coder. Scenario 3 1. Answers will vary. Yes, Zoe should query the provider. 2. Answers will vary. No, it is not acceptable for Zoe to code the patient record even if she believes she knows the answer to a query. 3. Answers will vary. If Zoe fails to query the provider and the submitted claim is denied or audited, there is no way of explaining Zoe's coding logic because provider documentation does not support it.

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    2 Scenario 4 1. Answers will vary. Because the submitted claim reported codes for a right knee x ‐ ray, chest x ‐ ray, and EKG, and because chest pain was not reported on the claim, reimbursement for the EKG and chest x ‐ ray were denied. 2. Answers will vary. Angela should have reported a code for the chest pain because it documented medical necessity for treatment of the chest pain. Scenario 5 1. Answers will vary. It would behoove Cat to contact the health information management (HIM) department's manager to schedule a time to introduce herself. If the manager is too busy, Cat could ask if she could check in with her in a few weeks, and follow through. Networking with the HIM department manager may eventually lead to a volunteering position or a clerk position within the department. Once there, she is in a good position to meet with the coders and coding supervisor for further direction. 2. Answers will vary. Cat can also register to take the coding certification exam, properly preparing for several months to help ensure that she passes the exam the first time. Cat should also join the local and regional associations and attend meetings to begin networking with individuals (e.g., coders) who would be in a position to alert Cat about job possibilities and even recommend her for such positions once she has become credentialed. Scenario 6 1. Answers will vary. Coding is a detail ‐ oriented profession that requires knowledge of anatomy, physiology, and pathophysiology. The work environment may include working with electronic patient records, sitting for extended periods of time, as well as communicating with providers. 2. Answers will vary. Contacting the American Health Information Management Association (AHIMA) as well as the AAPC (formerly called the American Association of Professional Coders) is an excellent way to find more information on the profession. 3. Answers will vary. It can be difficult to find a coding position at first, but once an individual is credentialed and starts networking with coding professionals by attending professional association meetings and events, opportunities to apply for coding positions will present. Scenario 7 1. Answers will vary. While it is understandable to be upset if a question was marked incorrectly, Ellie should let the teacher know so it can be fixed. 2. Answers will vary. Ellie's impatience about contacting the teacher immediately was unreasonable. Ellie should have waited until Monday to talk with the teacher about the incorrectly marked exam.

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    3 3. Answers will vary. The teacher should reassure the class that any mistakes made in grading will be promptly corrected. The teacher should also have a private conversation with Ellie about the way she handled the situation, focusing on her impatience and complaining to other students. The teacher can explain that it is not always possible to obtain immediate feedback about a problem, and that these types of situations also occur in the work place. It is important that Ellie learn to be patient about resolving problems and not complain to others because this only serves to cause unnecessary conflict. Scenario 8 1. Answers will vary. First, Melissa should talk with Jamie in an attempt to determine why Jamie is asking questions about basic coding rules. It is possible that Jamie feels insecure about her level of coding knowledge and is looking to Melissa for guidance. Only if the conversation with Jamie results in unresolved issues should Melissa talk with her supervisor, Maria. If Melissa talks with Maria, then Maria should listen to Melissa's concerns to determine if this is a personality conflict or something else. Maria should also talk with Jamie to see how she's getting along in the department and if she has any questions or concerns. 2. Answers will vary. One possible conflict resolution would be to bring both employees together in the office to find a solution to the issues as they come up. 3. Answers will vary. It is important that Melissa talk with Jamie, and then if necessary, Maria soon so that conflict does not escalate. Scenario 9 1. Answers will vary. Sending an email announcing such changes was an inappropriate communication method, and Keisha needs to admit to her employees that she used poor judgment in doing so. 2. Answers will vary. The method for introducing change in a department would be for management to be transparent with the staff. This involves a face ‐ to ‐ face meeting, not email. 3. Answers will vary. Keisha could approach the meeting by sharing with the staff the issues of implementation of the new electronic health record and the requirement from senior leadership that one FTE be reduced. Then, Keisha can present the solution, keeping in mind it will take time for eventual acceptance of change. Employees should be allowed to express their concerns and suggestions regarding the changes. Perhaps employees will have ideas for implementation of the changes that Keisha had not thought of previously. It is important that Keisha maintain an open ‐ door policy with her staff so anyone can go in to talk with her, and she should do what she can to keep morale high in time of change. Scenario 10 1. Answers will vary. Students should become familiar with websites such as www.aapc.com and www.ahima.org. Furthermore, the AAPC and AHIMA have information about career paths and certifications related to coding and health information management.

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    4 2. Answers will vary and will be individualized by student. 3. Answers will vary. An example of three possible job titles includes release of information technician, HIM supervisor, privacy and coding compliance officer. Scenario 11 1. Answers will vary. Andy could have avoided this situation entirely if he had been careful to file patient records properly. He should have never been careless about accurate filing practices. 2. Answers will vary. While this may be an extreme example of how not finding a patient record quickly can cause a delay or catastrophe in patient care, it is always important to adhere to department policy and procedures regarding sharing and storing patient information. In Andy's case, he needs to inform his manager about the situation. Scenario 12 1. Answers will vary. Unfortunately, there is no easy solution to this problem. As managers expect more, working conditions can easily become stressful. Of significance is the number of meetings Natalie has each day; Natalie could review the meetings she attends and determine if others in her chain of command could participate instead. She could also look for "duplication" by noticing whether more than one employee from the health information management department attends meetings, and then suggest to her manager that she eliminate certain meetings from her daily schedule. 2. Answers will vary. Natalie might consider "working smarter" by delegating tasks to her coders, prioritizing projects in order of importance, determining a schedule for tasks, and taking advantage of calendar reminders. Instead of being glued to her email throughout the day, she might want to carve out time at the end of the day to respond to her emails. Scenario 13 1. Answers will vary. This is a wonderful opportunity for Angela to shine! In order to be noticed, Angela should dress professionally, and bring copies of her current resume. 2. Answers will vary. As an experienced HIM manager, it is important to reach out to students like Angela and share any advice or encouragement. 3. Answers will vary. Angela could have business cards available to hand out to prospective employers because these cards can be an important tool at any networking event.

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    5 Scenario 14 1. Answers will vary. Students should research membership benefits of both organization's websites to determine the advantages in each. They should review requirements for entry level coding exams. Students should also determine which credential is most appropriate for their region of the country. 2. Answers will vary. For entry ‐ level coders, the AAPC offers the Certified Professional Coder (CPC), and AHIMA offers the Certified Coding Associate (CCA). 3. Answers will vary. Students can make a list comparing the benefits of each organization as an excellent visual, as well as a topic for class discussions. Scenario 15 1. Answers will vary. Ms. M should reach out to David and see if there are any resources she might be able to provide. She could express concern over his course load and working fulltime. She might want to refer him to the student counseling department on campus who might provide him with tips to help him get through the semester. 2. Answers will vary. David should take a step back to weigh the pros and cons of what he is trying to accomplish at the moment ‐ and determine if it's worth it. Would it be okay to drop a few hours of work to allow more study time? What about taking some days off from work to help balance the workload? While school is important, it's also important that David stays healthy in body and in mind. Scenario 16 1. Answers will vary. Melody should probably do more observing of the department dynamics and workflow processes. Then, she should schedule a get ‐ to ‐ know ‐ you meeting with each staff member to talk one ‐ on ‐ one regarding their jobs, their goals, and any problems they would like to see resolved. 2. Answers will vary. Just because the receptionist did not like the coder, doesn't mean everyone else felt the same way. Melody should handle the situation delicately, but also determine if there are any issues she could address, or if this is a personal opinion. If the staff did not like the coder, it could be because the coder is shy. She may not feel comfortable in her environment, or perhaps she is very tuned into completing her daily tasks with accuracy and speed. Melody should not take sides with either the coder or the receptionist, but rather, take everyone's view into consideration when she meets one ‐ on ‐ one. 3. Answers will vary. Coders are, by nature, independent employees who enjoy working alone. That, along with the need to focus on patient record documentation when assigning codes, which impacts reimbursement to the clinic, can result in coders being perceived as nonsocial. However, if the clinic sponsors activities such as a summer picnic, that creates an opportunity for the coder to socialize with other clinic employees.

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    6 Scenario 17 1. Answers will vary. Depending on the type of working relationship Mandy has with Sara, she could remind Sara about the importance of current lab orders. Or, Mandy could speak with her own manager about the situation. 2. Answers will vary. While Mandy can code lab results from the expired lab orders, she will talk to her manager to see how they should be processed. (Payers will deny reimbursement upon audit of claims submissions and patient records and the expired lab requisition orders.) 3. Answers will vary. This error could be avoided by the organization implementing a system of checks and balances to catch expired orders. 4. Answers will vary. In addition to Sara confirming the lab orders, the lab tech could also confirm the date of the orders prior to drawing any blood. Scenario 18 1. Answers will vary. Nicole's manager, Vickie, might validate Nicole's fears and concerns, but also coach Nicole on how she should prepare for the exam. This should include resources, study groups, and maybe a 'buddy' partner at work. 2. Answers will vary. Professional associations and publishers such as Cengage Learning offer excellent resources for coding certification exam preparation. 3. Answers will vary. As a close friend of Nicole's, it is important to support her efforts to take the exam and remind her this is a learning process! She might even offer to help Nicole study, or answer specific questions as they arise. Scenario 19 1. Answers will vary. The coder's lax attitude toward accurate, industry–specific coding will get her, and her facility, into a lot of trouble! 2. Answers will vary. The co ‐ worker should share, in confidence, this information with the coding manager and let the coding manager take care of the problem. 3. Answers will vary. The coder should refrain from commenting on Samantha's statement and go directly to the coding manager. 4. Answers will vary.

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    S E C T I O N S E C T I O N i Preparing Your Course 62679_sec01_rev04.indd 1 1/17/20 4:00 PM Not For Sale

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    2 SECTION I 3-2-1 Code It! is a comprehensive textbook that covers all coding systems, and its content is written to prepare medical assistants and other health care professionals for beginner or entry-level coding positions. ICD-10-CM and ICD-10-PCS coding are included in Chapters 2–7. (Chapter 6 is not typically covered by academic programs that focus on outpatient and physician coding.) Chapter 1 includes an overview of coding, Chapter 8 includes HCPCS level II coding, Chapters 9–19 include CPT coding (with five chapters dedicated to CPT Surgery coding), and Chapter 20 includes content about insurance and reimbursement. The textbook is organized so that content can be taught in parts in one course (Table 1) as well as in two (or more) courses. Your academic program and course requirements will determine the sections that should be taught to students. Exampl E 1: A sequence of two-semester coding courses could include textbook Parts I and II in an ICD-10-CM and ICD- 10-PCS coding course. Then textbook Parts III and IV could be taught in a HCPCS level II and CPT coding course. Many medical assistant and coding programs also teach a separate insurance and reimbursement course, eliminating the need to require textbook Part V in either coding course. However, if your program does not have a separate course, consider adding textbook Part V to one of your coding courses (or to an entirely different course, such as Introduction to Health Information Management). Exampl E 2: A one-semester coding course taught in a medical assistant (MA) or medical office administration (MOA) program could include textbook Parts II, III, and IV, eliminating Chapter 5 from textbook Part II. You could also consider eliminating Chapters 11, 18, and 19 from the course syllabus (and assigning them outside of class or offer them as an independent study course). Many MA and MOA programs teach a separate insurance and reimbursement course, eliminating the need to include textbook Part V in the coding course. If the program does not offer a separate insurance and reimbursement course, consider adding textbook Part V content to a different course (e.g., Administrative Medical Assisting or Introduction to Health Information Management). Table 1 Organization of 3-2-1 Code It! Part Title Chapter I Coding Overview Chapter 1: Overview of Coding II ICD-10-CM and ICD-10-PCS Coding Systems Chapter 2: Introduction to ICD-10-CM and ICD-10-PCS Coding Chapter 3: ICD-10-CM and ICD-10-PCS Coding Conventions Chapter 4: ICD-10-CM Chapter-Specific Coding Guidelines: ICD-10-CM Chapters 1–10 Chapter 5: ICD-10-CM Chapter-Specific Coding Guidelines: ICD-10-CM Chapters 11–21 Chapter 6: ICD-10-CM and ICD-10-PCS Hospital Inpatient Coding Chapter 7: ICD-10-CM Outpatient and Physician Office Coding III Health Care Procedure Coding System (HCPCS), Level II Coding System Chapter 8: HCPCS Level II Coding System IV Current Procedural Terminology (CPT) Coding System Chapter 9: Introduction to CPT Coding Chapter 10: CPT Evaluation and Management Chapter 11: CPT Anesthesia Chapter 12: CPT Surgery I Chapter 13: CPT Surgery II Chapter 14: CPT Surgery III Chapter 15: CPT Surgery IV Chapter 16: CPT Surgery V Chapter 17: CPT Radiology Chapter 18: CPT Pathology and Laboratory Chapter 19: CPT Medicine V Insurance and Reimbursement Overview Chapter 20: Insurance and Reimbursement N o t e : NOTE: Chapter 5 is not typically covered by academic programs that focus on outpatient and physician coding. 62679_sec01_rev04.indd 2 1/17/20 4:00 PM

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    Preparing Your Course 3 SEMESTER PLANS The one-semester plan (Table 2) assumes 45 hours of classroom lecture (or 3 hours per week for 15 weeks). Your course may also include an additional 45 hours of laboratory during the semester, for which corresponding workbook chapters can be assigned. The final examination is not included in the 45-hour plan. Some educators prefer to use this textbook for a two-semester sequential course, teaching ICD-10-CM and ICD-10-PCS in one course and HCPCS level II and CPT in another course. If that is the method you prefer, refer to the two-semester plan (Table 3). Table 2 One-Semester Plan Week Chapter 1–2 Chapter 1: Overview of Coding Chapter 2: Introduction to ICD-10-CM and ICD-10-PCS Coding Exam 1 3–4 Chapter 3: ICD-10-CM and ICD-10-PCS Coding Conventions Chapter 4: ICD-10-CM Chapter-Specific Coding Guidelines : ICD-10-CM Chapters 1–10 Chapter 5: ICD-10-CM Chapter-Specific Coding Guidelines: ICD-10-CM Chapters 11–21 Exam 2 5–6 Chapter 6: ICD-10-CM and ICD-10-PCS Hospital Inpatient Coding Chapter 7: ICD-10-CM Outpatient and Physician Office Coding Exam 3 NOTE: If teaching in a medical assistant or medical office administration program, consider eliminating Chapter 6, which covers hospital inpatient coding. 7 Chapter 8: HCPCS Level II Coding System Exam 4 8 Chapter 9: Introduction to CPT Coding Chapter 11: CPT Anesthesia Exam 5 NOTE: If teaching in a medical assistant or medical office administration program, consider requiring Chapter 11: CPT Anesthesia as an outside-of-class assignment. 9 Chapter 10: CPT Evaluation and Management Exam 6 10–12 Chapters 12–16: CPT Surgery I–V Exam 7 NOTE: If teaching in a medical assistant or medical office administration program, consider covering just those portions of Chapters 12–16: CPT Surgery I–V that pertain to your academic program’s community of interest. A community of interest includes employers who hire an academic program’s graduates; the employers should be surveyed to determine the level of CPT Surgery coding required of graduates. For example, medical assistants might be required to assign codes for simple and intermediate repairs in the CPT Integumentary subsection (but not for skin grafts and flaps, which are often performed in a hospital ambulatory surgery or inpatient setting and coded by hospital outpatient and inpatient coding specialists). 13–14 Chapter 17: CPT Radiology Chapter 18: CPT Pathology and Laboratory Chapter 19: CPT Medicine Chapter 20: Insurance and Reimbursement Exam 8 Finals Week Comprehensive Final Examination (Chapters 1–20) 62679_sec01_rev04.indd 3 1/17/20 4:00 PM

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