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Solution Manual For Administrative Medical Assisting, 8th Edition

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    ’S MANUAL TO ACCOMPANY Administrative Medical Assisting Eighth Edition Linda L. French, CMA-C (AAMA), NCICS, CPC Formerly, and Business Consultant, Administrative Medical Assisting, Medical Terminology, and Medical Insurance Billing and Coding Simi Valley Adult School and Career Institute, Simi Valley, California Ventura College, Ventura, California Oxnard College, Oxnard, California Santa Barbara Business College, Ventura, California Harbor College of Court Reporting, Ventura, California University of California Extension, Ventura, California TEXTBOOK GUIDE

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    iii Contents Preface / v Instructional Techniques and Methods of Presentation / v Learning Style Assessment / v Assignments / vi General Instructions / vii Materials and Equipment / vii Audiovisual Aids / vii Resources / viii Job Skill Performance Evaluation Checklists / viii National Curriculum Competencies / viii Collaborative Learning / ix Grading and Correcting / ix Grading Software Programs / x Outline and Contents of the Course / x Evaluations / xiii Student Evaluation / xiii Evaluation of the Course and / xiv Section i : t extbook and Workbook Answer Key Corresponding Job Skills in Unit Chapter the Workbook UNIT 1 PROFESSIONAL AND CAREER RESPONSIBILITIES Chapter 1: A Career as an Administrative Medical Assistant / 2 1-1 through 1-6 Chapter 2: The Health Care Environment: Past, Present, and Future / 14 2-1 through 2-5 Chapter 3: Medicolegal and Ethical Responsibilities / 25 3-1 through 3-7 UNIT 2 INTERPERSONAL COMMUNICATIONS Chapter 4: The Art of Communication / 41 4-1 through 4-13 Chapter 5: Receptionist and the Medical Office Environment / 54 5-1 through 5-9 Chapter 6: Telephone Procedures / 69 6-1 through 6-4 Chapter 7: Appointments / 86 7-1 through 7-7 UNIT 3 RECORDS MANAGEMENT Chapter 8: Filing Procedures / 102 8-1 through 8-5 Chapter 9: Medical Records / 112 9-1 through 9-6 Chapter 10: Drug and Prescription Records / 127 10-1 through 10-8

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    Contents iv UNIT 4 WRITTEN COMMUNICATIONS Chapter 11: Written Correspondence / 138 11-1 through 11-10 Chapter 12: Processing Mail and Electronic Correspondence / 153 12-1 through 12-9 UNIT 5 FINANCIAL ADMINISTRATION Chapter 13: The Revenue Cycle: Fees, Credit, and Collection / 171 13-1 through 13-6 Chapter 14: Banking / 185 14-1 through 14-5 Chapter 15: Bookkeeping / 195 15-1 through 15-13 Chapter 16: Procedure Coding / 227 16-1 through 16-6 Chapter 17: Diagnostic Coding / 239 17-1 through 17-6 Chapter 18: Health Insurance Systems and Claim Submission / 249 18-1 through 18-4 UNIT 6 MANAGING THE OFFICE Chapter 19: Office Managerial Responsibilities / 266 19-1 through 19-9 Chapter 20: Financial Management of the Medical Practice / 282 20-1 through 20-10 UNIT 7 EMPLOYMENT Chapter 21: Seeking a Position as an Administrative Medical Assistant (online) * 21-1 through 21-4 Section ii : Medical t erminology and Abbreviation t ests Testing / 308 Instructions / 308 Review Test 1: Chapters 1 through 4 / 308 Review Test 2: Chapters 5 through 8 / 308 Review Test 3: Chapters 9 through 12 / 309 Review Test 4: Chapters 13 through 16 / 309 Review Test 5: Chapters 17 through 21 / 310 Section iii : e ducational c ompetencies Competency-Based Learning / 312 Competency Tables / 313 American Medical Technologists Medical Assisting Task List: Table III-A / 313 Commission on Accreditation of Allied Health Education Programs (CAAHEP) Educational Competencies: Table III-B / 314 Accrediting Bureau of Health Education Schools Competencies: Table III-C / 325 C MA (A AMA ) Certification Examination Content: Table III-D / 328 Registered Medical Assistant Certification Examination Competencies: Table III-E / 338 Certified Medical Administrative Specialist (C MAS ) Examination Specification: Table III-F / 345 *Chapter 21, Seeking a Position as an Administrative Medical Assistant may be found online at: http://www.CengageBrain.com and may be used as an instructional chapter or to supplement a separate course in career development.

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    v The Administrative Medical Assisting textbook has been prepared for students in training to become administrative medical assistants in outpatient settings such as physician’s offices or clinics, as well as those who will be using administrative skills in other areas and health care settings. This instructor’s guide has been prepared for teachers who use this text in either a single-semester or two-semester medical office procedures course. This manual has been developed to: 1. Orient the instructor in the organization and special features of the textbook and Workbook. 2. Present a plan for the content and organization of a course in medical office administra- tive procedures. 3. Give suggestions for instructional techniques, methods of presentation, and use of additional resources. 4. Provide a key to the textbook Stop and Think Case Scenarios and Exam-Style Review Questions and also the Abbreviation and Spelling Review, Review Questions, Critical Thinking Exercises, and Job Skill activities as they appear in the Workbook. 5. Offer cross-reference tables to competency grids (e.g., CAAHEP and ABHES) to help instructors locate relevant material required by accrediting organizations for medical assisting programs. 6. Provide tests on medical abbreviations (see the end of this manual). INSTRUCTIONAL TECHNIQUES AND METHODS OF PRESENTATION It is each instructor’s goal to guide and direct students’ interests and discovery while they present facts in an environment that allows students to interpret, discuss, and arrive at personal conclusions. An educator who is passionate about the subject matter, respects and values students’ varying opin- ions and learning styles, encourages collaboration, and develops rapport between himself or herself and the student, incites the passion to learn in students. Nontraditional teaching techniques are now being used, and computer-based and online learning equally expands the possibilities for educators and students. The student is the focal point and the teacher becomes a facilitator as students are immersed into the material and can experiment through hands-on learning instead of just being passive listeners. Since facts need to be learned and often memorized, traditional lectures are still needed, so a mixed model of the old and new may be benefi- cial. As facts are integrated, students are exposed to new perspectives, making connections with the material learned, and gaining personal experience. Today, because of the expanse of information that changes so rapidly, students need to know where to find information in addition to knowing what to do and how to do it. Students also need an open-ended approach to their learning, so they can adapt to change and continue their professional development throughout their careers. LEARNING STYLE ASSESSMENT To learn how to assess student’s learning styles, search the Internet for one of the following sites: • LDpride.net • learning-styles inventory Preface

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    vi Preface ASSIGNMENTS Students are asked to complete the exam-style review questions in the textbook and the review ques- tions in the Workbook after reading each chapter to reexamine important points and to reinforce the- ory. Critical thinking exercises may be assigned as homework or used to generate discussion during the class session. Job Skills provide hands-on experience, allowing students to practice realistic tasks they will encounter in a work situation. There are a number of Internet Job Skills that provide students an opportunity to practice computer skills and develop research techniques. Stop and Think Case Scenarios may be handled in several ways, such as homework assignments or class discussion, or uti- lized for collaborative learning (e.g., cluster group discussions, oral presentations, and debates). A show-and-tell atmosphere can be encouraged by asking students to bring in any news items or visual examples pertinent to the subject for sharing with the class. Extra points may be awarded for such student participation. Vary the instructional method from time to time with guest speakers and different methods of presentation to motivate students and inspire enthusiasm. Encourage members of the class to attend medically related community activities, such as a first-aid course, cardiopulmo- nary resuscitation class, health week activities, and lectures open to the public. Please write with comments and constructive criticisms; they will permit me to continually improve the text, Workbook , ’ s Manual, ancillaries, and website, making them more useful. Linda L. French, CMA-C (AAMA), NCICS, CPC 954 Tennyson Lane Ventura, CA 93003-7509 Email: frenchmedical@aol.com

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    vii General Instructions In teaching administrative medical assisting, the instructor’s responsibility is to prepare students for employment by presenting basic instructions and practical training so they will gain the confidence necessary to perform gen- eral medical office procedures. The content in Administrative Medical Assisting, eighth edition, presumes that when students become employed as administrative medical assistants, they will receive some on-the-job instruc- tion to help apply and adjust the training received in their course. In preparation for teaching the course, review the chapter titles in the table of contents to see exactly what material will be presented. To create an office-type learning environment, you might tell students, “We will be working for two physicians in a mock office situation, and I am the office manager.” In other words, each stu- dent will be playing the role of a medical assistant working on-the-job as he or she moves through practical office experiences with the instructor/office manager helping to complete the tasks in a proper and thorough manner within a reasonable period of time. Assist the students as they perform the office tasks without being too critical, and encourage them to ask questions. Ask students to retain representative samples of their work in a notebook to present to prospective employ- ers as part of their document file or personal portfolio. M ATERIALS AND E QUIPMENT The classroom should be equipped with computers with an Internet connection since many of the exercises require keyed assignments and all job skill forms are found online. The Introduction to the Workbook includes a list of the additional materials required for the complete course. These materials should be obtained by the stu- dent as the need arises. Encourage students to purchase and use a medical dictionary to help them with spelling, definitions, and pronunciation of medical terms and abbreviations. Students should also provide the necessary paper for note taking, a red pen or highlighter to mark the textbook , and a three-ring binder with index tabs for keeping their completed assignments. The Workbook has perforated, three-hole-punched pages so the exercises can be removed and kept for handwritten or typed assignments. Blank job skill forms are available on the free Student Companion Site at www.cengagebrain.com, and can be downloaded and filled out electronically or printed and filled out manually for submission with assignments. On the Cengage website, search for the ISBN of the textbook to locate the student and instructor companion sites. Try to obtain a number of drug reference books (e.g., Physicians’ Desk Reference ). Employed former stu- dents may be excellent sources for obtaining old copies of these. Contact the local telephone company and borrow or purchase telephone equipment for teaching the use of multiple-line phone services. The use of such equipment while role-playing gives students excellent practical experience. A UDIO v ISUAL A IDS A Microsoft © PowerPoint ® presentation has been developed to accompany all chapters. Each may be used as an outline during lecture to direct students’ attention to key points. They can also be used to help explain content or present and review steps in job skills. Online Workbook Job Skill forms, mentioned earlier, may be filled in electronically and projected during class for demonstrations. If a Job Skill has not been assigned for homework, the material could be presented as a demonstration during a class session. Coordinating bulletin board displays or a learning center with sample materials relating to the current topic adds interest and helps to motivate students. Suggestions for such displays for each chapter are interspersed

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    viii General Instructions throughout this manual. Cartoons about equipment, terminology, or medical office situations can be used to add humor from time to time. Ask students who work in or visit medical offices to bring in samples, for example, appointment cards, blank financial sheets, patient information booklets, physicians’ newsletters, hospital scheduling forms, and so forth. These may be passed around in class or used for display on a bulletin board. Reference materials that the instructor may choose to obtain for class use are listed at the end of each chap- ter in the textbook. RESOURCES The Companion Site is loaded with content to provide instructors with complete support in the class- room. Deliver powerful lectures, create total lesson plans, customize exams, and monitor student progress throughout the course using these valuable electronic tools. Access the Companion Site at http://www .cengagebrain.com/login and use your Cengage Learning faculty account to log in. Once inside, add the textbook to your dashboard to view these resources in the following ways: • Customize the electronic ’ s Manual files to individual class needs. • Deliver effective presentations with chapter presentations in Microsoft © PowerPoint ® , which include visuals and video clips. • Create quizzes and tests to monitor student progress utilizing over 1200 questions with the Computerized Test Bank in ExamView ® . • Pick out important visuals from the Image Library to incorporate into your own class presentations. JOB SKILL P ER FORMANCE E v ALUATION CHECKLISTS Performance Evaluation Checklists are combined in the Workbook at the end of each Job Skill. Each Job Skill may be removed from the Workbook and, when completed, handed in with the checklist for evaluation; space for three attempts has been provided. These checklists are designed with simplicity in mind to help students per- form each step of the exercise satisfactorily, and then to be used by the instructor to evaluate each step. Points have been assigned according to the number of components required in each step and the level of difficulty. The instructor may change the point system if desired. To obtain a student score for the exercise, divide the points earned by the total points possible. For example, if the student earns 70 out of 80 points, he or she would receive a score of 87.5% (70 4 80 5 87.5), which could be rounded off to 88%. NATIONAL CURRICULUM COMPETENCIES National curriculum competencies are cross-referenced at the end of each job skill to the Commission on Accreditation of Allied Health Education Programs (CAAHEP) competency list. Each competency fits into one of three learning domains: 1. Cognitive—the knowledge base. 2. Psychomotor—the learned skills. 3. Affective—behavior related to the interest, attitudes, values, and adjustments of each individual. Each task an administrative medical assistant performs includes one of these affective behaviors; therefore, they are not cross-referenced with each job skill. The emotional responses in affective learning include the following: a. Characterization—depicting a person’s total behavior that is consistent with internalized values. b. Organization—committing to a set of values as a person displays or communicates these. c. Receiving—being aware of or passively attending to stimuli (e.g., listening). d. Responding—complying with given expectations by reacting to stimuli. e. Value—displaying behavior consistent with a belief or attitude when in a given situation; not forced to comply. To learn more about these learning domains, explore Bloom’s Taxonomy of Learning Domains found on the Internet

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    ix General Instructions National curriculum competencies are also cross-referenced to the Accrediting Bureau of Health Education Schools (ABHES) competency list. See Section III (Educational Competencies) for competency tables and grids. C OLLABORATI v E LEARNING It is critical to learn how to function as a team while working in a medical office, and collaborative assignments can give students practice working together. The purpose of a team activity is to provide students with an orga- nized and planned approach to completing a group activity. The following outline offers suggestions for a team activity: 1. Team members: Determine team members; have each write their names on a list with contact informa - tion for other team members. 2. Communication: Have the team determine how they want to communicate with each other and how frequently (e.g., face-to-face meetings, email, or telephone). 3. Goals: Determine what the timeline is for various parts of the project and note the final due date. 4. Tasks: Talk about and determine the skills and talents of team members, then write out all of the tasks needed to complete the exercise. Next, decide who does what and write out each member’s assigned task for the project. 5. Rules: Determine what the “team rules” are for the project, then make a list of agreed upon guidelines to follow during the activity (e.g., offer ideas without fear of criticism, 24 hour turn-around on email communication). Team Assignment Grading Criteria Grading criteria can be based on the following: 1. Team Assignment: The team is responsible for developing details of the team assignment (see details listed under team activity) in a team meeting on the first day of class; time should be allowed. The plan will be turned in at the end of the class (5 points). 2. Team Member Evaluation: Students will be responsible for evaluating team members, this ensures that team participating is uniform throughout the group. The evaluation is based on team member partici- pation and the completion of tasks assigned (15 points). 3. Class Peer Evaluation: A simple scale of 1–10 can be used by classmates to evaluate the overall team assignment (15 points). 4. Evaluation: The instructor should look at the presentation for accuracy, credibility, and final product (5 points). Note: The total grade consists of 40 possible points. GRADING AND CORRECTING The performance objectives that accompany each Job Skill should be carefully noted. The task provides a suc- cinct description of each Job Skill, and the condition lists what is needed to complete each skill as well as where to refer to illustrations, step-by-step procedures, and examples, which may be found in the textbook or Workbook. The standards and time provide a place for the instructor to fill in the time allotted for each skill and minimum score required. They provide a standard or criterion against which the students’ work can be measured. It may be impossible to grade everything, but each skill should be analyzed. Let the students help when possible, since this reinforces the strived-for skills. You may wish to grade very little and keep minus scores for incomplete exercises. Tell the students that they will be advised when their work will be graded, the criteria and point system used, and the grades recorded. Be consistent and fair in whatever method you choose and inform the students of your expectations. Performance Evaluation Checklists can be placed in the students’ folders with their returned work and include the instructor’s comments or critique, as well as the student’s scores. Some instructors grade at a level that allows little room for student errors, since an error in the real world could have devastating consequences for a patient. You may choose to have the student redo some exercises until they are in perfect form.

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    x G RADING S OFT w ARE PROGRAMS Class Action Gradebook CalEd Software Website: http://www.classactiongradebook.com Telephone: (831) 239-5521 Class Mate Gradebook Software Website: http://www.classmategrading.com Telephone: (915) 203-6114 MicroGrade and WebGrade Chariot Software Group Website: http://www.chariot.com Telephone: (858) 270-0202 Zangle Gradebook and Zangle Attendance Zangle Connection © C Innovation, Inc. Internet Search: Zangle Gradebook/Zangle Attendance OUTLINE AND CONTENTS OF THE COURSE This course can be taught in either one or two semesters, depending on the number of lecture and laboratory hours included. (A two-semester course is preferred.) It may be possible to cover more than one chapter per session and to omit selected sections of a chapter that may be covered in another course or not be relevant to stu- dents in your area. Following are outlines for various length courses: ONE-SEMESTER 18-WEEKS 3-HOURS-PER-WEEK COURSE OUTLINE Week 1 A Career as an Administrative Medical Assistant Chapters 1 and 2 The Health Care Environment: Past, Present, and Future Week 2 Medicolegal and Ethical Responsibilities Chapters 3 Week 3 The Art of Communication Chapter 4 Week 4 Receptionist and the Medical Office Environment Chapter 5 Week 5 Telephone Procedures Chapter 6 Week 6 Appointments Chapter 7 Week 7 Filing Procedures Chapter 8 Week 8 Medical Records Chapter 9 Week 9 Drug and Prescription Records Chapter 10 Week 10 Written Correspondence Chapters 11 and 12 Processing Mail and Electronic Correspondence Week 11 The Revenue Cycle: Fees, Credit, and Collection Chapter 13 Week 12 Banking Chapters 14 and 15 Bookkeeping Week 13 Procedure Coding Chapter 16 Week 14 Diagnostic Coding Chapter 17 Week 15 Health Insurance Systems and Claim Submission Chapter 18 Week 16 Office Managerial Responsibilities Chapter 19 Week 17 Financial Management of the Medical Practice Seeking a Position as an Administrative Medical Assistant * Chapters 20 and 21 Week 18 Final examination ONE SEMESTER 18-WEEKS 3-HOURS-PER-WEEK COURSE OUTLINE OMIT: Medical Insurance Billing and Coding (Chapters 16, 17, and 18) Week 1 A Career as an Administrative Medical Assistant Chapters 1 and 2 The Health Care Environment: Past, Present, and Future Week 2 Medicolegal and Ethical Responsibilities Chapter 3 *Chapter 21, Seeking a Position as an Administrative Medical Assistant , may be found online at http://www.CengageBrain.com and may be used as an instructional chapter or to supplement a separate course in career development. General Instructions

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    xi Week 3 The Art of Communication Chapter 4 Week 4 Receptionist and the Medical Office Environment Chapter 5 Week 5 Telephone Procedures Chapter 6 Week 6 Appointments Chapter 7 Week 7 Filing Procedures Chapter 8 Week 8 Medical Records Chapter 9 Week 9 Drug and Prescription Records Chapter 10 Week 10 Written Correspondence Chapter 11 Week 11 Processing Mail and Electronic Correspondence Chapter 12 Week 12 The Revenue Cycle: Fees, Credit, and Collection Chapter 13 Week 13 Banking Chapter 14 Week 14 Bookkeeping Chapter 15 Week 15 Office Managerial Responsibilities Chapter 19 Week 16 Financial Management of the Medical Practice Chapter 20 Week 17 Seeking a Position as an Administrative Medical Assistant * Chapter 21 Week 18 Final examination ONE SEMESTER 18-WEEKS 3-HOURS-PER-WEEK COURSE OUTLINE OMIT: Medical Insurance Billing and Coding and Office Management Theory (Chapters 16, 17, 18, and 19) Week 1 A Career as an Administrative Medical Assistant Chapter 1 Week 2 The Health Care Environment: Past, Present, and Future Chapter 2 Week 3 Medicolegal and Ethical Responsibilities Chapter 3 Week 4 The Art of Communication Chapter 4 Week 5 Receptionist and the Medical Office Environment Chapter 5 Week 6 Telephone Procedures Chapter 6 Week 7 Appointments Chapter 7 Week 8 Filing Procedures Chapter 8 Week 9 Medical Records Chapter 9 Week 10 Drug and Prescription Records Chapter 10 Week 11 Written Correspondence Chapter 11 Week 12 Processing Mail and Telecommunications Chapter 12 Week 13 The Revenue Cycle: Fees, Credit, and Collection Chapter 13 Week 14 Banking Chapter 14 Week 15 Bookkeeping Chapter 15 Week 16 Financial Management of the Medical Practice Chapter 20 Week 17 Seeking a Position as an Administrative Medical Assistant * Chapter 21 Week 18 Final examination TWO-SEMESTER 36-WEEKS 3-HOURS-PER-WEEK COURSE OUTLINE First Semester UNIT 1 PROFESSIONAL AND CAREER RESPONSIBILITIES Week 1 A Career as an Administrative Medical Assistant Chapter 1 Week 2 The Health Care Environment: Past, Present, and Future Chapter 2 Week 3 Medicolegal and Ethical Responsibilities Chapter 3 UNIT 2 INTERPERSONAL COMMUNICATIONS Week 4 The Art of Communication Chapter 4 Week 5 Receptionist and the Medical Office Environment Chapter 5 Week 6 Telephone Procedures Chapter 6 General Instructions

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    xii Weeks 7 and 8 Appointments Chapter 7 Week 9 Review and Midterm Examination Chapters 1–7 UNIT 3 RECORDS MANAGEMENT Week 10 Filing Procedures Chapter 8 Weeks 11 and 12 Medical Records Chapter 9 Week 13 Drug and Prescription Records Chapter 10 UNIT 4 WRITTEN COMMUNICATIONS Weeks 14 and 15 Written Correspondence Chapter 11 Weeks 16 and 17 Processing Mail and Electronic Correspondence Chapter 12 Week 18 Review and Final Examination Chapters 1–12 Second Semester UNIT 5 FINANCIAL ADMINISTRATION Weeks 1 and 2 The Revenue Cycle: Fees, Credit, and Collection Chapter 13 Week 3 Banking Chapter 14 Weeks 4 and 5 Bookkeeping Chapter 15 Week 6 Review and Midterm Chapters 13–15 Weeks 7 and 8 Procedure Coding Chapter 16 Weeks 9 and 10 Diagnostic Coding Chapter 17 Weeks 11 and 12 Health Insurance Systems and Claim Submission Chapter 18 Weeks 13 and 14 Office Managerial Responsibilities Chapter 19 Weeks 15 and 16 Financial Management of the Medical Practice Chapter 20 Week 17 Seeking a Position as an Administrative Medical Assistant * Chapter 21 Week 18 Review and Final Examination * Chapter 21, Seeking a Position as an Administrative Medical Assistant , may be found online at: http://www.CengageBrain.com and may be used as an instructional chapter or to supplement a separate course in career development. General Instructions

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    xiii Evaluations are a critical part of learning. It is important to reinforce when something has been done correctly. And, by first realizing that errors have been made, then correcting errors along the way and stopping to reflect on what has been learned, one assimilates new information into long-term memory. Both the student and instructor need to be evaluated so positive reinforcement takes place and improvement can be made. S TUDENT Ev ALUATION Students may be evaluated for various skills as the course progresses. For example, during telephone role- playing, a critique can be made of the students’ prompt response, courtesy, technique, voice, and diction; use of push button, intercom, and cutoffs; handling of an emergency call; and taking messages. Evaluation points could be earned during the semester for the following: 1. Regularity of attendance, promptness in arriving at class, and participation 2. Cooperative attitude toward work, other students, and the instructor, as well as willingness to help 3. Ability to apply theory in practical exercises 4. Overall accuracy, neatness, amount of usable work produced, and attractiveness of finished work 5. Judgment and reliability: ability to use critical thinking skills and to make correct decisions inde- pendently; ability to work under pressure and follow through to completion 6. Leadership: ability to give constructive criticism and easy-to-follow directions 7. Personal characteristics: overall appearance, attitude, personality, and integrity A student self-assessment can help improve student engagement, motivation, and learning. It has a powerful impact on student performance and empowers students to guide their own learning and improve performance as they identify discrepancies between current and desired performance. Areas to include could be: 1. Participation 2. Communication 3. Collaboration (team work) 4. Problem Solving 5. Attendance 6. Appropriate Behavior Each area should have between 4 and 8 specific criteria listed (e.g., Participation: (1) listens actively with empathy; does not interrupt and (2) seeks to understand rather than to advocate for own ideas). The student would select a rating from 1 to 5: 1-inadequate, 2-poor, 3-meets minimum expectations, 4-above average, and 5-excellent; a comment area should be provided and required for any rating 2 or below. To improve future classes and to find out whether the course has met the students’ needs, distribute evalu- ation sheets at the end of the course for the students’ comments and criticisms. They may be completed anony- mously. A sample evaluation sheet follows. Evaluations

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    xiv Evaluations Ev ALUATION OF THE COURSE AND ’s Name ______________________________________________________ Semester ________________________ Do not put your name on this paper. Please read all of the questions through before answering any of them. 1. At the beginning of the course, did you think that your knowledge of medical office procedures was (circle one): a. good b. average c. poor 2. At the end of the course, do you think that your knowledge of medical office procedures is (circle one): a. unaffected b. improved somewhat c. improved a great deal 3. The amount of homework or exercises assigned was (circle one): a. not enough b. adequate c. too much 4. In regard to the Job Skills and/or homework, circle the statement with which you most agree. a. Could have been covered by lecture c. Reinforced by the lecture b. Did not adequately apply to the lecture d. Could be classified as “busy work” 5. Which of the following statements best describes the tests you have taken? (You may circle more than one.) a. Tests were unfair and tricky. d. The tests covered material taught in the course. b. Tests were usually fair and reasonable. e. Not enough tests were given. c. The material on the tests was not covered f. Not enough short quizzes were given. sufficiently in class. 6. Circle the things that you liked best about the course and that enhanced learning: a. Films or videotapes e. Guest speakers i. Hands-on bookkeeping system b. Flash cards f. Handouts/sample forms j. Critical thinking exercises c. Lectures g. Workbook Job Skill exercises k. Other d. PowerPoint h. Review questions Comments: 7. Comment on the features that were helpful or unneeded in the: a. T e xtbook b. Workbook c. Job Skills 8. Do you think you could do the bookkeeping in a physician’s office after completing the course? Yes No. If not, why not? 9. Do you think that you could perform all of the duties of an administrative medical assistant (with the excep - tion of transcription) in a physician’s office? Yes No. If not, why not? 10. What specific suggestions do you have for improving the course?

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    xv Evaluations 11. What courses not on the schedule would you like to see offered? 12. Does the instructor have any habits or characteristics that bother you or that you particularly like? Explain:

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