Medical Assistant, Certificate of Completion. Mission/Purpose, Target Audience & Admissions/Pre-Requisite Skills

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1 Medical Assistant, Certificate of Completion Mission/Purpose, Target Audience & Admissions/Pre-Requisite Skills Mission/Purpose Review & Documentation: Program Description for catalog: This program prepares students to be competent entry-level medical assistants in the cognitive (knowledge), psychomotor (skills), and affective (behavior) learning domains. Successful completion qualifies the students to sit for the RMA certification exam through AMT (included as part of the program) as well as the CMA certification exam through AAMA. Marketing Description: Grand Rapids Community College s Medical Assistant Program will prepare you to perform administrative and clinical tasks to keep health practitioner offices and clinics running smoothly. The course combines classroom lecture, group activity, simulation learning, and a competency-based externship experience. You will be prepared to take the Registered Medical Assistant national certification exam through American Medical Technologists. The exam fee is included in the tuition. Come to an information session to learn more about the program. Program Goal: Prepare competent entry level Medical Assistants in the cognitive, psychomotor, and affective learning domains. Evaluation Question: Does the purpose/mission statement clearly identify why the program exists, and how it prepares students? While not listed as a mission statement, the purpose of the program is clearly stated in a way that is understandable to the student and meets accreditation standards. In each case, the program descriptions are a brief, broad summary of end employment goal, scope of training and certification identification. The Marketing Description needs to add that graduates are also qualified to sit for the CMA certification exam. Job Training Programs 1

2 Target Audience & Program Admission Review & Documentation: Our target audience is broad. We attract post high male and female students who are looking for an entry level career into healthcare employment, to change careers, or to return to the workplace. We recruit students from throughout the community including high schools, technical centers, neighborhood non-profit groups, and social media. Prior to admission into the program, the individual needs to take five WorkKeys assessments: The three assessments that comprise the National Career Readiness Certificate (NCRC), WorkKeys Talent, and WorkKeys Fit. Students must be at the silver level of the NCRC (scores of 4 and above) to enter the MA Program. In addition, students need to enter the program with current certification of American Heart Association s Basic Life Support for the Healthcare Provider CPR and Heartsaver First Aid, be up to date with specified immunizations, demonstrate basic computer competency, and be cleared in a criminal background check. Students need to be computer literate prior to admission to the MA Program. They will have a Computer Competency Assessment and must be able to type 40 wpm. Students do not go through the enrollment process for GRCC, rather they register and pay on the GRCC Workforce Training website. Evaluation Question 1. Has the target audience for the program been identified? Is the program attracting and appropriately serving the target audience? We have observed that young participants may lack maturity to competently deal with issues such as providing catheter care on models of the opposite gender and showing appropriate interpersonal skills. Perhaps that should be a consideration in defining the target audience. A challenge for the program is in attracting students to enroll. A common request is to make the program more visible. 2. Does the program composition (demographics) reflect the defined target population(s)? Why or why not? The demographics match the population we are seeking. Areas to grow in are attracting more students to the program and attracting more bilingual students. 3. If there are admissions criteria, academic standards, or assessment requirements for the program, are they appropriate and do they facilitate program and student success (based on your review of external data and course success data)? All standards for the program are set by the advisory committee which consists of representatives from each of the major healthcare employers. The criteria and Job Training Programs 2

3 standards are reviewed every year and adjusted if the data dictates a change. When the program began, there were no required minimum scores for the NCRC. A study of the pass/fail rates caused the advisory committee to set as a program requirement that the student be at a Silver level. This has resulted in fewer students not meeting the academic requirements for the program. 4. Are changes to the admissions or waitlist processes needed? All changes in program criteria must be vetted through the advisory committee. With an increase in budget, outreach efforts could increase. Our main barrier is that people don t seem to know about the program. An easier identification and navigation system to the program on the GRCC website would also help gain enrollments. Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold: Mission/Purpose Yes No Target Audience Yes No Program Admissions Yes No Program Data Program Enrollment & Student Progress Review & Documentation: Student Applications Since its inception in July 2010, 202 students applied to be in the Medical Assistant Program. 91% of applicants are female. 56% are 25 years of age or older. 65% are white. 13% are Hispanic, 6% are Asian, and 2% are Black. Year # of Applications 2010/ / / / / Student Enrollment The number of students who enrolled in the Medical Assistant Program from July 2010 fall 2014 is 132. The ratio of female to male students has been fairly consistent with Job Training Programs 3

4 91.2% female students. 59.2% of the students are 25 years of age or older % of the students are white. The next most represented ethnic group is Hispanic at 11.5%. 8.25% are Asian and 4% are Black. Year # of Enrollments 2010/ / / / / Student Retention & Graduation (Student Completion) 96% of the students (a total of 127 students) who enrolled in the Medical Assistant Program from July 2010 February 2015 successfully completed it. See Appendix 1 for Data Year # of Successful Completions 2010/ / / / /2015 Still in Progress Evaluation Questions: 1. Is the program consistently attracting new students? Enrollment was fairly steady the first two years of the program, had an increase and is now in decline. With the addition of the authorization to award Financial Aid, we are seeing an increase in enrollment. As of May 26, 2015, 29 students have applied and 24 enrolled in the August 2015 class. 2. Is the enrollment trend meeting established targets, ensuring program viability? If targets for enrollment have not been established, what should they be? What could be done to increase enrollment (if this is found to be necessary)? Current capacity is 30 students. Our current cohort has 15 students. Current enrollment targets are set according to how many students are needed in order to break even in the cost of the program. (It is not in the general fund budget of the college.) We have a larger capacity for students and employers want more graduates. We articulate to Davenport, we have just added the ability to award financial aid to MA students, and are now working to be able to award credit. In addition, we are working Job Training Programs 4

5 more closely with employer partners to help market the program. All these may spur more enrollment. 3. Do students appear to be progressing through the program well? Are there concerns in this area? The successful completion rate for the program is 96%. This indicates that students are progressing well through the program. That said, we continue to look for innovations in how to support ESL students as they often struggle with written work. We encourage these students to reach out to minority counselors and advisors and seek other ways to provide support to encourage their success. 4. Is the yearly ratio of the number of students enrolled to the number of graduates appropriate given program goals? Why or why not? The program goal is 70% completion. We are at 96% so well exceeding the goal. 5. Are the various sub-populations meeting the targets for enrollment and graduation at the same rate? From , Out of 127 total students, 10 students or 8% enrolled in the program and did not successfully complete it. Of those 10, 3 were white, 1 was black, 3 were Hispanic, 1 was Asian, 2 did not identify. 1 was male, 9 were female. 1 was equal or less than 20 years old, 5 were years old and 4 were 25+ years. (Appendix 1) Program Outcomes Review & Documentation: Program Outcomes Medical Assistant Program Outcomes 70% Retention Rate 70% Pass Rate for the RMA licensure exam 70% Positive Placement Completion, Certification and Employment Data for Program Outcomes 96% Retention Rate 100% Pass Rate for RMA exam everyone who has taken the exam has passed it. 94% Positive Placement Rate For Data by Cohort, see Appendix 1 Job Training Programs 5

6 Evaluation Questions: 1. Are these Program Outcomes appropriate given the target audience and intent for the program? If not, please list what the new Program Outcomes should be. The program outcomes are consistent with college standards and accreditation standards. We currently substantially exceed the college standards so Program Outcomes can be continued. 2. What does the data trend for the Program Outcomes tell you? What are the implications for these data? Program structure and standards are in alignment with certification exam and workforce need. Pre-program assessments of readiness are effective and program content is aligned appropriately. No changes are recommended at this time but we will continue to monitor the pre-admission assessment criteria in light of student retention. Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold: Applications Yes No Student Enrollment Yes No Student Retention & Graduation (Student Completion) Yes No Program Outcomes Yes No Program Curriculum History Review & Documentation: Michigan Medical Physician s Practice (MMPC), a large physician practice in West Michigan approached GRCC to request the College s assistance with their Medical Assistant Job Classification. Staff in that position had a very high turnover rate and they were having difficulty finding qualified applicants. MMPC did not feel that there was enough capacity in the West Michigan educational community to produce individuals with the right skill sets. They specifically requested that GRCC produce a short-term training program to help them fill their current and future talent needs. As a result of that meeting, Workforce Training initiated a new program creation process. This process requires us to: (1) engage in an environmental scan to see what the forecast need is in the region for the positions; (2) evaluate what other educational providers are in the area offering that education/training; (3) engage with a group of employers to ascertain what skill are desired to see if a short-term training program can successfully fit the need. Job Training Programs 6

7 An environmental scan showed that the one associate degree program in the area at a local private college was in jeopardy of being closed as the college was publicizing that they would be discontinuing all associate degrees. Certification programs in the area were being run by forprofit organizations that employers reported did not meet their needs. See Appendix 2. GRCC s Workforce Training Department, specifically the Director and the Program Developer/Manager for the Health Sector convened a group of local health employers in July of 2009 to determine the need for and the composition of an MA program that would meet local workforce need. The employers represented 70% of the health community in the Kent county area. Their confirmation of the need validated MMPC s request. Their willingness to review curriculum, offer internship sites and hire graduates confirmed we had support. Our employers have been instrumental in the development, design, and support of our program. A group of individuals comprise an Advisory Committee that meets twice per year to give input and direction for our program. The Advisory Committee sets competency standards for the program, ensures adequate program resources, and shares future trends in the practice of medical assisting. At least 30 unique employers have been involved with our program hosting our students for job shadow experiences, committing to provide externships for our students, and sharing expertise. Employers asked that we design the program to be a short-term job training class which focused on behavioral fit and critical thinking skills. The GRCC program is designed for adult learners incorporating a systems approach with holistic reinforcement of integrated skills and concepts. The first session of our Medical Assistant (MA) Program began in July After completing the course requirements, our students were eligible to sit for the Registered Medical Assistant exam through American Medical Technologists. Classes now begin every January and July or August. We have had 10 sessions of the program producing approximately 127 program graduates. In 2013, the program was awarded accreditation from the Commission on Accreditation of Allied Health Education Programs (CAAHEP). Program participants can now sit for both the Registered Medical Assistant certification exam and the Certified Medical Assistant certification exam through AAMA. See Appendices 4-6. In late 2014, the program moved to a Job Training format where it meets 34 hours per week for 18 weeks followed by a 160 hour externship. The change to this format qualified GRCC to authorize financial aid awards to program participants. See Appendix 3. External Standards & Certifications Review & Documentation: External Standards Job Training Programs 7

8 Program content must align with the Commission on Accreditation of Allied Health Education Programs (CAAHEP) for Medical Assisting. CAAHEP s Committee on Accreditation for Medical Assisting is called the Medical Assisting Education Review Board. Accreditation standards are changing in the next fiscal year, so we will be updating the program accordingly. The certification organization is American Medical Technologists. Program Certifications The national certification exam with the fee incorporated into the cost of GRCC s Medical Assistant Program is the Registered Medical Assistant certification. Since our program is fully accredited by CAAHEP, graduates may also sit for the Certified Medical Assistant national certification exam offered through American Association of Medical Assisting. MA Program participants also earn the OSHA 10 certification and Vaccines Across the Lifespan certificate. Curriculum Crosswalk The MA Program teaches and measures 123 Cognitive competencies, 83 Psychomotor competencies, and 33 Affective competencies. These competencies meet the requirements for a Medical Assistant as indicated by CAAHEP and MAERB and satisfy the scope of Registered Medical Assistant and Certified Medical Assistant certification. See Appendix 7. Evaluation Questions: 1. To what extent is the program curriculum aligned with the K-12 standards? Are the current courses well aligned with the K-12 expectations? Are textbooks and student materials in the initial coursework at the appropriate level given their high school preparation? If there is not alignment, identify the gaps. If there is duplication, secondary to postsecondary, identify the opportunity for articulated credits. This program is not aligned with K To what extent is the program curriculum aligned with external professional standards (Industry, State, or National)? Are the current courses within the program or discipline appropriately and sufficiently addressing external standards? What changes should be made to ensure alignment? Are new courses needed? Do additional competencies from the standards need to be added or eliminated in courses? Please explain. Job Training Programs 8

9 The program continues to meet CAAHEP accreditation standards in an annual review process. 100% pass rate on the national certification exam indicates that curriculum is sufficiently aligned with professional standards. 94% placement rate (100% in the past 3 cohorts of the program) demonstrates that the program meets area employer standards. No further update is indicated at this time. Program Learning Outcomes Review & Documentation: Medical Assistant Student Learning Outcomes (SLO) Graduates of GRCC s Medical Assistant Program will be able to demonstrate critical thinking based on knowledge of academic subject matter required for competence in the profession. They will incorporate cognitive knowledge in performance of the psychomotor and affective domains in their practice as medical assistants by: 1. Providing patient care using critical thinking skills to safely and effectively care for patients utilizing best practices in the field. 2. Communicating effectively both orally and in writing with patient, families, and staff. 3. Performing medical business practices including professionalism, insurance, coding, finance, and administrative functions. 4. Providing ethical patient care in accordance with regulations, policies, laws and patient rights. 5. Applying quality control measures in following health and safety policies and procedures to prevent illness and injury. Evaluation Question: 1. Do the Program Learning Outcomes reflect the demonstrable skills, knowledge, and attitudes expected of students by the end of the program? Are they aligned with the standards identified in previous work? Are they clearly stated and measurable? If not, what changes are suggested? Document the revised Program Learning Outcomes here. The Learning Outcomes align with CAAHEP accreditation standards. Each outcome has specific competencies outlined in an 8 page document. There are a total of 239 competencies measured by the program that support the attainment of the learning outcomes. Cognitive competencies are measured by testing. Psychomotor competencies are measured by skills demonstration. Affective competencies are measured by student responses to critical thinking questions. All competencies clearly align to accreditation standards. Learning is further reinforced by the completion of the Study Guide that accompanies the text book. Job Training Programs 9

10 Program Structure & Sequence Review & Documentation: There are two Phases in the GRCC Medical Assistant Program. Phase I is weeks 1-10 of the course. During this time, students learn the foundational knowledge needed by a Medical Assistant to succeed in the field. Phase II is weeks 11-course ending. This phase builds on the foundational knowledge learned in Phase I by introducing more advanced skills and integrated knowledge. Students must successfully complete Phase I in order to continue on to Phase II. Evaluation Questions: 1. What changes to the program structure are being proposed to ensure that the target student population and current student population (traditional, transfer, and/or adult learners) are successful? Please explain. The Advisory Committee reviews the program on an annual basis to ensure that the program is meeting industry standards. Recent additions to the program are an increase in capacity, and additions of scenarios incorporating scribing. Every 6 months, employers give feedback for continuous improvement to ensure alignment with workforce practice. We recently were authorized to award financial aid for the program to support students. The next improvement we hope to make is to be authorized to award credit for the program. We will also be updating the curriculum to align with updated accreditation standards. 2. Are there pre-requisite courses that need to be added to the program? As long as completion rates, placement rates, and certification exam passing rates remain high, no additional courses are needed. 3. Are all four of the ILOs and associated competencies integrated into the program? Do students have the opportunity to build the knowledge, skills, and attitudes associated with the ILOs throughout the program? See the chart below for the alignment between SLOs and ILOs. There are opportunities to learn and practice all competencies throughout the Program. Job Training Programs 10

11 SLOs Aligned with ILOs Student Learning Outcomes Provide Patient care using critical thinking skills to safely and effectively care for patients utilizing best practices in the field. Communicate effectively both orally and in writing with patient, families, and staff. Perform medical business practices including professionalism, insurance, coding, finance, and administrative functions. Provide ethical patient care in accordance with regulations, policies, laws and patient rights. Apply quality control measures in following health and safety policies and procedures to prevent illness and injury. Institutional Learning Outcomes Critical Thinking Skills Students will be able to gather and synthesize relevant information, evaluate alternatives, and implement creative and effective solutions Personal Responsibility Skills Students will become independent learners who understand and express the lifelong skills necessary for physical, social, economic, mental, and emotional health Communication Skills Students will effectively express and exchange ideas through listening, speaking, reading, writing, and other modes of interpersonal expression. Critical Thinking Skills Students will be able to gather and synthesize relevant information, evaluate alternatives, and implement creative and effective solutions. Social Responsibility Skills Students will be prepared to practice community engagement that addresses environmental responsibility, social justice, and cultural diversity. Critical Thinking Skills Students will be able to gather and synthesize relevant information, evaluate alternatives, and implement creative and effective solutions Social Responsibility Skills Students will be prepared to practice community engagement that addresses environmental responsibility, social justice, and cultural diversity. Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold: Job Training Programs 11

12 Program structure/sequence Yes No Curriculum alignment with external professional standards Yes No Curriculum Alignment K-12 Yes No Program Learning Outcomes Yes No ILOs Yes No Certifications Yes No Internship Yes No Pre-requisites Yes No Online Offerings Yes No Job Training Programs 12

13 Assessment of Student Learning Program Learning Outcome(s) Assessed ILO Measure Findings/ Improvements/Impact Status Spring in Provide Patient care using critical Externship Evaluation In the latest class of graduates, This assessment thinking skills to safely and effectively 100% of students were rated as is complete for care for patients utilizing best practices strongly agree/agree/acceptable now. Will in the field. that they were able to provide continue until patient care to a satisfactory standards are level of practice. updated. Communicate effectively both orally and in writing with patient, families, and Externship Evaluation In the latest class of graduates, 100% of students were rated as This assessment is complete for staff. strongly agree/agree/acceptable now. Will that they were able to continue until communicate effectively standards are updated. Perform medical business practices Externship Evaluation In the latest class of graduates, This assessment including professionalism, insurance, 100% of students were rated as is complete for coding, finance, and administrative strongly agree/agree/acceptable now. Will functions. that they were able to perform continue until medical business practices. standards are updated. There are several business practices that students must learn but are outside the scope for MAs in the local workplace. Externship sites are monitored to ensure that students are exposed to as many business practices as possible. Provide ethical patient care in Externship Evaluation In the latest class of graduates, This assessment Job Training Programs 13

14 Program Learning Outcome(s) Assessed in accordance with regulations, policies, laws and patient rights. Apply quality control measures in following health and safety policies and procedures to prevent illness and injury. Communication Skills: Use appropriate posture, gestures, eye contact, and vocal expressiveness to effectively communicate information. Critical Thinking Skills: Clearly and completely state and describe a problem/issue. ILO Measure Findings/ Improvements/Impact Status Spring % of students were rated as is complete for strongly agree/agree/acceptable now. Will that they were able to provide continue until ethical patient care. standards are updated. Externship Evaluation In the latest class of graduates, This assessment 100% of students were rated as is complete for strongly agree/agree/acceptable now. Will that they were able to apply continue until quality control measures. standards are updated. Externship Evaluation In the latest class of graduates, This assessment 100% of students were rated as is complete for strongly agree/agree/acceptable now. Will that they were able use continue until language/verbal skills that standards are enable patients understanding, updated. demonstrate empathy, apply active listening skills, and use appropriate body language and other nonverbal skills in communicating with patients, family, and staff. Externship Evaluation In the latest class of graduates, This assessment 100% of students were rated as is complete for strongly agree/agree/acceptable now. Will that they were able to use continue until language/verbal skills that standards are enable patients understanding, updated. Job Training Programs 14

15 Program Learning Outcome(s) Assessed in Social Responsibility Skills: Understand that there are different perspectives on community, national, and international issues. ILO Measure Findings/ Improvements/Impact Status Spring 2015 explain the rationale for performance of a procedure to the patient, show awareness of a patients concerns regarding their perceptions related to the procedure being performed, demonstrate recognition of the patient s level of understanding in communications, and analyze communications in providing appropriate responses/feedback. Externship Evaluation In the latest class of graduates, This assessment 100% of students were rated as is complete for strongly agree/agree/acceptable now. Will that they were able to continue until demonstrate respect for standards are diversity in approaching patients updated. and families, display sensitivity to patient rights and feelings in collecting specimens, instruct patients according to their needs to promote health maintenance and disease prevention, demonstrate awareness of the territorial boundaries of the person with whom communicating, and demonstrate respect for Job Training Programs 15

16 Program Learning Outcome(s) Assessed in Personal Responsibility Skills - Manage time effectively ILO Measure Findings/ Improvements/Impact Status Spring 2015 individual diversity, incorporating awareness of one s own biases in areas including gender, race, religion, age and economic status. Externship Evaluation In the latest class of graduates, This assessment 100% of students were rated as is complete for strongly agree/agree/acceptable now. Will that they were able to continue until implement time management standards are principles to maintain effective updated. office function. Job Training Programs 16

17 Preparing for the Future Job and wage forecasts/employment Review & Documentation: Job and Wage forecasts A 12% increase in the number of MAs is projected between 2013 and 2018 with an average of 135 annual openings in this geographic area. The average number of monthly postings is 72 and monthly hires is 120. The average annual number of job postings is 130. According to EMSI data, the hourly earning range is $ $18.57/hour. Environmental Scanning/Trends At each Advisory Committee meeting, employers are asked about the future need for MAs. At each meeting, attendees are told that the need for MAs continues to grow. In September 2013, an employer predicted a hiring rampage. In September 2014, Spectrum Health alone reported 70 full time openings for MAs. In March 2015, employers from Spectrum Health, Mercy Health, and Cherry Health report that the need continues to grow. An employer from the Lakeshore reported seeing more need for MAs in specialty offices. One new initiative in initial discussion is to pilot a MA Apprenticeship in collaboration with one health employer. Evaluation Questions: 1. Are students obtaining employment upon graduation at satisfactory rates? Yes hiring rates are higher than college and accreditation standards. Placement rate is 94%. In the last three cohort groups, 100% of students received employment offers following externships. 2. Do the job projections and wages data suggest that this program will be viable over the next four years? Yes this is corroborated by Advisory Board members every 6 months. 4. Is the number of graduates aligned with the market need (job forecasts/transfer institutions)? Job Training Programs 17

18 Employers have asked us to increase capacity so we produce more graduates. Peer Institutions Review & Documentation: In in the state of Michigan, there were 25 organizations that train MAs. Most programs were between 1 and 2 years in length. The largest number of graduates were from Ross Medical Education Centers with a total of 1,403. Region-specific data is not available. Evaluation Questions: 1. Are peer institutions offering this program at the same level (certificate, associate s degree)? Is the program offered at a bachelor s degree? If so, could a pre-major program be created? In the Kent County area, other training organizations that offer MA education are Davenport University (Associate Degree) and Ross Medical (certificate). Sanford Brown and Everest closed their programs in this area. According to Advisory Committee members, there is no advantage to pursue a greater degree for work as a MA. They do not pay MAs more who have advanced degrees. GRCC and Davenport University have an articulation agreement in place. program articulates for credit to Davenport University as follows: The MA Bachelor of Science in Nursing - Pre-Licensure 39 credits BS Health Services Administration 30 credits BS Medical Case Management 30 credits ABA Business Administration BS Health Services Administration 30 credits AAS Medical Assisting 30 credits There is no crosswalk to courses at GRCC at this time. 2. Are there any institutions with whom GRCC could explore articulation agreements? Relationship is being developed with GVSU and FSU. One goal would be to discuss the feasibility of articulation to Health Management bachelor degrees. Job Training Programs 18

19 Facilities & Equipment Review & Documentation: We are bursting at the seams! Employers have asked us to increase capacity in our program. We have changed the location of our technology and re-arranged equipment in our space. We are truly maxed out for room. It would be good to have all exam tables in our space rather than half exam tables and half nursing beds. Whenever possible, we share equipment with the Nursing Department. Some examples are the infant manikins, phlebotomy arms and lifts. Evaluation Questions: 1. What did you learn from the PROE Student Survey results? Will you take any actions with the program as a result of what you have learned? N/A 2. What did you learn from the Advisory Board Survey results? Will you take any actions with the program as a result of what you have learned? We did not participate in the Advisory Board Survey. Our Advisory Committee meets every six months. At each meeting, we invite feedback from AC members. We report back to them at the next meeting on whether/how we were able to implement their suggestions. Some suggestions have been: pursuing financial aid approval, competency standards, offering continuing education events, the national certification that is included in the price of the program, and increasing program emphasis on the electronic medical record. 3. Are the resources sufficient to meet identified needs and goals for the next four years? Please explain. We have the resources to run a strong program. The field is constantly changing so it is difficult to determine if we have sufficient resources for the next four years. Since we are not under the general fund budget of the college, we need to continually explore ways to obtain current equipment, and pursue continuous improvement of the program. Often our only recourse is to pass along the cost to the student. We anticipate a higher enrollment and continued need to expand the program, including offering a part time option. 4. Are the facilities and equipment adequate to facilitate teaching and learning? Please explain. Job Training Programs 19

20 Room space is small. Storage space for supplies and equipment is small. The room appears crowded. There is no access to exterior light which students have complained has a negative impact on them since they are in the room for 8 hours per day 4 days per week. We are working with the Nursing supply coordinator to have room to meet our equipment storage needs. Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold: Job & Wage Forecasts Yes No Collaboration Opportunities with Peers Yes No Facilities/equipment upgrades Yes No Other: Yes No Other: Yes No Other: Yes No Other: Yes No Work Products MA Program Statistics New Program Data Gathering MA Program Overview CAAHEP Accreditation Certificate Annual Report 2013 Annual Report 2014 Curriculum Crosswalk Job Training Programs 20

21 Medical Assistant Appendix Applications 29 Ethnicity Age Gender African-American/Black 2 7% Under % Male 1 3% American Indian 0 0% % Female 28 97% Asian 1 3% % Hispanic 3 10% White 18 62% Unspecified 5 17% Applications 45 Ethnicity Age Gender African-American/Black 1 2% Under % Male 2 4% American Indian 0 0% % Female 43 96% Asian 0 0% % Hispanic 8 18% White 32 71% Unspecified 4 9% Applications 41 Ethnicity Age Gender African-American/Black 1 2% Under % Male 4 10% American Indian 2 5% % Female 37 90% Asian 1 2% % Hispanic 3 7% White 32 78% Unspecified 2 5% Applications 27 Ethnicity Age Gender African-American/Black 0 0% Under % Male 3 11% American Indian 0 0% % Female 24 89% Asian 5 19% % Hispanic 5 19% White 14 52% Unspecified 3 11% Applications 77 Ethnicity Age Gender African-American/Black 7 9% Under % Male 8 10% American Indian 2 3% % Female 69 90% Asian 2 3% % Hispanic 8 10% White 45 58% Unspecified 13 17% 77

22 Medical Assistant Enrollment 27 Ethnicity Age Gender African-American/Black 2 7% Under % Male 1 4% Hispanic 2 7% % Female 26 96% White 18 67% % 27 Asian 1 4% 27 Unspecified 4 15% Enrollment 36 Ethnicity Age Gender African-American/Black 1 3% Under % Male 1 3% Hispanic 5 14% % Female 35 97% White 28 78% % Asian 0 0% Unspecified 2 6% Enrollment 36 Ethnicity Age Gender African-American/Black 1 3% Under % Male 4 11% Hispanic 3 8% % Female 32 89% American Indian 2 6% % Asian 0 0% White 28 78% Unspecified 2 6% Enrollment 24 Ethnicity Age Gender African-American/Black 0 0% Under % Male 3 13% Hispanic 5 21% % Female 21 88% Asian 5 21% % White 11 46% Unspecified 3 13% Enrollment 30 Ethnicity Age Gender African-American/Black 3 10% Under % Male 3 10% Asian 1 3% % Female 27 90% Hispanic 1 3% % American Indian 1 3% White 20 67% Unspecified 4 13% 30

23 Medical Assistant Success Rate Success Rate Success Rate Enrollment 27 (S) Grade Ethnicity Enrolled (Grade/Enrolled) (S) Age Enrolled (Grade/Enrolled) (S) Gender Enrolled (Grade/Enrolled) Students Receiving Certificate (S)/Completion Rate 0% African-American/Black 2 0% Under % Male 1 0% (Incomplete - Class will complete 7/13/2015) Asian 1 0% % Female 26 0% American Indian 0 NA % Hispanic 2 0% White 18 0% Unspecified 4 0% Students Complete, but No Certificate (U) 0 0% (U) Grade Ethnicity (U) Age (U) Gender African-American/Black 0 NA Under 20 0 NA Male 0 NA Hispanic 0 NA NA Female 0 NA White 0 NA NA Unspecified 0 Students Dropped/Failed 0 0% (W) Grade Ethnicity (W) Age (W) Gender African-American/Black 0 2 0% Under % Male 0 1 0% Asian 1 Hispanic 0 2 0% % Female % White % % Unspecified 0 4 0% Success Rate Success Rate Success Rate Enrollment 36 (S) Grade Ethnicity Enrolled (Grade/Enrolled) (S) Age Enrolled (Grade/Enrolled) (S) Gender Enrolled (Grade/Enrolled) Students Receiving Certificate (S)/Completion Rate 34 94% African-American/Black % Under % Male % Hispanic % % Female % White % % Unspecified % Students Complete, but No Certificate (U) 0% (U) Grade Ethnicity (U) Age (U) Gender African-American/Black 0 0 NA Under 20 NA Male Hispanic 0 0 NA NA White 0 NA NA Female 0 Unspecified 0 0 NA Students Dropped/Failed 2 6% (W) Grade Ethnicity (W) Age (W) Gender African-American/Black 0 1 0% Under % Male 1 0% Hispanic % % Female % White % % Unspecified 2 0% Success Rate Success Rate Success Rate Enrollment 36 (S) Grade Ethnicity Enrolled (Grade/Enrolled) (S) Age Enrolled (Grade/Enrolled) (S) Gender Enrolled (Grade/Enrolled) Students Receiving Certificate (S)/Completion Rate 34 94% African-American/Black % Under % Male % Hispanic % % Female % American Indian % % White % Unspecified % Students Complete, but No Certificate (U) 0 0% (U) Grade Ethnicity (U) Age (U) Gender African-American/Black 0 0 NA Under NA Male 0 0 NA Hispanic 0 0 NA NA Female 0 0 NA Asian 0 0 NA NA White 0 0 NA Unspecified 0 0 NA Students Dropped/Failed 2 6% (W) Grade Ethnicity (W) Age (W) Gender African-American/Black 0 0 NA Under % Male % White % % Female % Hispanic % % Success Rate Success Rate Success Rate Enrollment 24 (S) Grade Ethnicity Enrolled (Grade/Enrolled) (S) Age Enrolled (Grade/Enrolled) (S) Gender Enrolled (Grade/Enrolled) Students Receiving Certificate (S)/Completion Rate 21 88% African-American/Black 0 0 NA Under % Male % Hispanic % % Female % Asian % % White % Unspecified % Students Complete, but No Certificate (U) 0 0% (U) Grade Ethnicity (U) Age (U) Gender African-American/Black 0 0 NA Under NA Male 0 0 NA White 0 0 NA NA Female 0 0 NA NA Students Dropped/Failed 3 13% (W) Grade Ethnicity (W) Age (W) Gender Hispanic % Under % Male % Asian % % Female % Unspecified % NA Success Rate Success Rate Success Rate Enrollment 30 (S) Grade Ethnicity Enrolled (Grade/Enrolled) (S) Age Enrolled (Grade/Enrolled) (S) Gender Enrolled (Grade/Enrolled) Students Receiving Certificate (S)/Completion Rate 27 90% African-American/Black % Under NA Male % Asian % % Female % Hispanic % % White % Unspecified % American Indian % Students Complete, but No Certificate (U) 0 0% (U) Grade Ethnicity (U) Age (U) Gender African-American/Black 0 0 NA Under NA Male 0 0 NA Asian 0 0 NA NA Female 0 0 NA Hispanic 0 0 NA NA White 0 0 NA Unspecified 0 0 NA Students Dropped/Failed 3 10% (W) Grade Ethnicity (W) Age (W) Gender African-American/Black % Under NA Male 0 0 NA Asian 1 0% Hispanic 0 1 0% % Female % White % % Unspecified % American Indian NA

24 Appendix 2 Training Solutions Development Team /22/10 Programs Under Development Medical Assistant Job Outlook/Market Demand: West Michigan Job Estimate Time Period Michigan per Onet Grand Rapids per michigan.gov U.S. Per onet 21, Salary US - $13.60/hr $28,300 Michigan $13.43/hr $27,900 Competition: Everest Contact Hours $11,100 +$1,530 b Blue Heron Hours $8,940 Ross Medical Hours $9,950 Davenport (Associates) Credits $459/hr $27,540-$28,917 Baker (Associates) 93 Credit hours $195/cr hr $18,135 Expenses to-date: 12/4/09 Actual Expected Curriculum Purchase Conference Travel Equipment Faculty Certification/Training Materials Total $ - $ - Income To-Date from project Workshops Workforce training Certification Total $ - Gross Revenue Projection projection (Program/module title) $ - $ - TOTAL $ projection: TOTAL $

25 Training Solutions Development Team /22/10 TOTAL $ - 3 year TOTAL Estimate $ - Space/Equipment Requirements Space Requirements Lecture Room first session M, W,F, some Wed Pms Bed Lab second session M, F, some Wednesday pms Equipment Requirements

26 Week: Date: Subject: Date: Subject: Date: Subject: Date: Subject: 1 1/26/2015 Communication Skills 1/27/2015 Communication Skills 1/28/2015 Communication Skills 1/26/2015 Communication Skills Appendix 3 MA Program Overview - Day Session Monday Tuesday Wednesday Thursday 1/27/2015 Communication Skills 1/28/2015 Communication Skills 1/29/2015 1/29/2015 Communication Skills Communication Skills Friday Lecture Time: 12:30 Lab Time: 8: /2/2015 2/2/2015 2/9/2015 2/9/2015 2/16/2015 2/16/2015 Communication Skills Intro to Clinical MA Clinical Theory I Clinical Theory I Clinical Theory I Clinical Theory I 2/3/2015 Intro to Clinical MA 2/3/2015 Intro to Clinical MA 2/10/2015 Clinical Practice I 2/10/2015 Clinical Theory I 2/17/2015 Clinical Practice I 2/17/2015 Clinical Theory I 2/4/2015 2/4/2015 2/11/2015 2/11/2015 2/18/2015 2/18/2015 Intro to Clinical MA Intro to Clinical MA Clinical Practice I Clinical Theory I Clinical Practice I Clinical Theory I 2/5/2015 Intro to Clinical MA 2/5/2015 Administrative Skills 2/12/2015 Clinical Practice I 2/12/2015 Administrative Skills 2/19/2015 Clinical Practice I 2/19/2015 Administrative Skills Staff Deb Bates Annette McBride Robert Steck Kimber Sprik Steven Ray Tammy DeWitt - CLA Tues and Wed Ams 5 2/23/2015 2/23/2015 Clinical Theory I Clinical Theory I 2/24/2015 Clinical Practice I 2/24/2015 Clinical Theory I 2/25/2015 2/25/2015 Clinical Practice I Clinical Theory I 2/26/2015 2/26/2015 Clinical Practice I Administrative Skills 6 3/2/2015 3/2/2015 Clinical Theory I Clinical Theory I 3/3/2015 Clinical Practice I 3/3/2015 Clinical Theory I 3/4/2015 Clinical Practice I 3/5/2015 Clinical Practice I 3/4/2015 Clinical Theory I 3/5/2015 Administrative Skills 7 3/9/2015 Clinical Theory I 3/10/2015 Clinical Practice I 3/9/2015 Clinical Theory I 3/10/2015 Clinical Theory I 3/11/2015 Clinical Practice I 3/12/2015 Clinical Practice I 3/11/2015 Clinical Theory I 3/12/2015 Administrative Skills 8 3/16/2015 3/16/2015 Clinical Theory I Clinical Theory I 3/17/2015 Clinical Practice I 3/17/2015 Clinical Theory I 3/18/2015 3/18/2015 Clinical Practice I Clinical Theory I 3/19/2015 Clinical Practice I 3/19/2015 Administrative Skills 9 3/23/2015 Clinical Theory I 3/24/2015 Clinical Practice I 3/25/2015 Clinical Practice I 3/26/2015 Clinical Practice I 3/23/2015 Clinical Theory I 3/24/2015 Clinical Theory I 3/25/2015 Clinical Theory I 3/26/2015 Administrative Skills 10 3/30/2015 3/30/2015 Clinical Theory I Clinical Theory I 3/31/2015 Clinical Practice I 4/1/2015 3/31/2015 Clinical Theory I 4/1/2015 Clinical Practice I Clinical Theory I 4/2/2015 Clinical Practice I 4/2/2015 Aministrative Skills OFF April 6-10, End of Phase I 11 4/13/2015 4/13/2015 Pharmacology Pharmacology 4/14/2015 Pharmacology 4/14/2015 Pharmacology 4/15/2015 4/15/2015 Pharmacology Pharmacology 4/16/2015 Pharmacology 4/16/2015 Administrative Skills 12 4/20/2015 4/20/2015 Pharmacology Pharmacology 4/21/2015 Pharmacology 4/21/2015 Pharmacology 4/22/2015 4/22/2015 Pharmacology Pharmacology 4/23/2015 Pharmacology Lab 4/23/2015 Communication Skills 13 4/27/2015 4/27/2015 Simulation Simulation 4/28/2015 Clinical Practice II 4/28/2015 Simulation 4/29/2015 4/29/2015 Clinical Practice II Simulation 4/30/2015 Clinical Practice II 4/30/2015 Communication Skills 14 5/4/2015 5/4/2015 Simulation Simulation 5/5/2015 Clinical Practice II 5/5/2015 Simulation 5/6/2015 5/6/2015 Clinical Practice II Simulation 5/7/2015 Clinical Practice II 5/7/2015 Clinical Practice II 15 5/11/2015 5/11/2015 Clinical Practice II Clinical Practice II 5/12/2015 5/12/2015 Clinical Practice II Phlebotomy 5/13/2015 Clinical Practice II 5/13/2015 Phlebotomy 5/14/2015 Clinical Practice II 5/14/2015 Clinical Practice II 16 5/18/2015 5/18/2015 Clinical Practice II Clinical Practice II 5/19/2015 Clinical Practice II 5/20/2015 Clinical Practice II 5/19/2015 Phlebotomy 5/20/2015 Phlebotomy 5/21/2015 Clinical Practice II 5/21/2015 Clinical Practice II 17 5/25/2015 5/25/2015 5/26/2015 Skills Validation 5/27/2015 Skills Validation 5/28/2015 Skills Validation 5/26/2015 Skills Validation 5/27/2015 Skills Validation 5/28/2015 Administrative Skills 5/29/2015 Skills Validation 5/29/2015 Skills Validation 18 6/1/2015 6/1/2015 Skills Validation Skills Validation 6/2/2015 Skills Validation 6/3/2015 6/2/2015 Skills Validation 6/3/2015 Skills Validation Skills Validation 6/4/2015 Skills Validation 6/4/2015 Administrative Skills 19 Externship June 8 - July 10 Set date for the post-session incl. completion celebration

27 Appendix 4

28 Institution Name: Grand Rapids Community College City, State: Grand Rapids, MI ID Number: 6293 Program Type: Certificate Year Retention Placement Grad Part Grad Sat Emp Part Emp Sat Exam # Grads >=60% >=60% >=30% >=80% >=30% >=80% >=70% % 82.61% 52.17% % 36.84% % 85.00% 23 5 year 88.89% 82.61% 52.17% % 36.84% % 85.00% 23 Enrollment Date Month/Year Number of New Students Enrolled Transfer Students Total Students in this Class Appendix Annual Report MAERB Enrollment, Retention and Graduation Number "In- Progress" or "Stopped Out" Number "Dropped Out" (Attrition) Number of this Class Graduated to Date January/ July/ Graduates for Cohort Admitted % Year Outcome 88.89% Graduate Survey Results 24 Retention Threshold 60% Calendar Year Admitted Number of Graduates Number of Grad Surveys Sent Number of Grads Returning Surveys Participation Percent Number of Surveys with Positive responses - Cognitive Number of Surveys with Positive responses - Psychomotor Number of Surveys with Positive responses - Affective Number of Surveys with Overall Positive Responses Percent Grad Survey Success % % Total % % Thresholds 30% 80% Job Placement Results Calendar Year Admitted Total Number of Graduates Number of Positive Placements Number of Grads Employed as MA or in Related Field Placement Rate % Total % Threshold 60% Employer Survey Results Admission Year Total Number of Positive Placements Number of Grads Employed as MA or in Related Field Number of Grads Whose Employers Were Sent Surveys Number of Grads Whose Employer Returned Surveys Participation Percent Number of Surveys with Positive responses - Cognitive Number of Surveys with Positive responses - Psychomotor Number of Surveys with Positive responses - Affective Number of Surveys with Overall Positive Responses Percent Employer Survey Success % % Total % % Thresholds 30% 80% Graduate Analysis Data Reporting Year of Graduation Total Number of Students Who Graduated in the Calendar Year # with Distance Education # with Experiential Learning Credentialing Exam Outcomes Year of Total Number of Total Exam # of students who passed MORE THAN ONE of the four qualifying exams, CMA (AAMA), RMA (AMT), Exam Pass Rate All

29 Year of Graduation Total Number of Graduates Total Exam Passers # of students who passed MORE THAN ONE of the four qualifying exams, CMA (AAMA), RMA (AMT), NCMA (NCCT), CCMA (NHA) Exam Pass Rate All Grads % Total % Threshold 70%

30 Institution Name: Grand Rapids Community College City, State: Grand Rapids, MI ID Number: 6293 Program Type: Certificate Year Retention Placement Grad Part Grad Sat Emp Part Emp Sat Exam Part Exam Pass # Grads from admissions cohort >=60% >=60% >=30% >=80% >=30% >=80% >=30% >=60% % 95.83% 79.17% % 39.13% % 96.43% % % 76.00% 52.00% % 36.84% % NA NA 25 Enrollment Date Month/Year Number of New Students Enrolled Number of Students Transferring In Total Students in this Class Appendix Annual Report MAERB Enrollment, Retention and Graduation Number "In- Progress" or "Stopped Out" Number "Dropped Out" (Attrition) Number of this Class Graduated to Date January/ July/ Graduates for Cohort Admitted % January/ July/ Graduates for Cohort Admitted % Graduate Survey Results 60% Threshold Calendar Year Admitted Number of Graduates Number of Grad Surveys Sent Number of Grads Returning Surveys Participation Percent Number of Surveys with Positive responses - Cognitive Number of Surveys with Positive responses - Psychomotor Number of Surveys with Positive responses - Affective Number of Surveys with Overall Positive Responses Percent Grad Survey Satisfaction % % % % Total % % Thresholds 30% 80% Job Placement Results Calendar Year Admitted Total Number of Graduates Number of Positive Placements Number of Grads Employed as MA or in Related Field Placement Rate % % Total % Threshold 60% Employer Survey Results Admission Year Total Number of Positive Placements Number of Grads Employed as MA or in Related Field Number of Grads Whose Employers Were Sent Surveys Number of Grads Whose Employer Returned Surveys Participation Percent Number of Surveys with Positive responses - Cognitive Number of Surveys with Positive responses - Psychomotor Number of Surveys with Positive responses - Affective Number of Surveys with Overall Positive Responses Percent Employer Survey Satisfaction % % % % Total % % Thresholds 30% 80% Graduate Analysis Data Reporting Year of Graduation Total Number of Students Who Graduated in the Calendar Year # with Distance Education # with Experiential Learning

31 Credentialing Exam Outcomes Participation Year of Graduation Total # of Graduates Total # who took CMA (AAMA) Total # who took RMA (AMT) Total # who took NCMA (NCCT) Total # who took CCMA (NHA) Total # who took more than one test Threshold participation on (>= 30%) % % Total % Threshold 30% Passage Year of Graduation Total # who took an exam Total # passing CMA (AAMA) Total # passing RMA (AMT) Total # passing NCMA (NCCT) Total # passing CCMA (NHA) Total # who passed more than one exam Threshold passage % % Total % Threshold 60%

32 Appendix 7 Cognitive (Knowledge Base) Competencies Competency I. Anatomy & Physiology I C 1 Describe structural organization of the human body x x I C 2 Identify body systems x x I C 3 Describe body planes, directional terms, quadrants, and cavities x x I C 4 List major organs in each body system x x I C 5 Describe the normal function of each body system x x I C 6 Identify common pathology related to each body system x x x I C 7 Analyze pathology as it relates to the interaction of body systems x x x I C 8 Discuss implications for disease and disability when homeostasis is not maintained x x I C 9 Describe implications for treatment related to pathology x x x I C 10 Compare body structure and function of the human body across the life span x x I C 11 Identify the classifications of medications, including desired effects, side effects and adverse reactions x x I C 12 Describe the relationship between anatomy and physiology of all body systems and medications used for treatment in each x x x Communication (Teach) Communication (Measure) Intro to Pharm (Teach) Intro to Pharm (Measure) Intro Med Term (Teach) Intro Med Term (Measure) Medical Terminology (Teach) Medical Terminology (Measure) Anatomy (Teach) Anatomy (Measure) Fundamental Clinical Skills (Teach) Fundamental Clinical Skills (Measure) Assessment (Teach) Assessment (Measure) Administrative Skills (Measure) Administrative Skills (Teach) Pharmacology (Teach) Simulation (Teach) Pharmacology (Measure) Simulation (Measure) Advanced Clinical Skills (Teach) Phlebotomy (Measure) Advanced Clinical Skills (Measure) Phlebotomy (Teach) Skills Validation (Teach) Skills Validation (Measure) II. Applied Mathematics II C 1 Demonstrate knowledge of basic math computations x x II C 2 Apply mathematical computations to solve equations x x II C 3 Identify measurement systems x II C 4 Define basic units of measurement in metric, apothecary and household systems x II C 5 Convert among measurement systems x x II C 6 Identify both abbreviations and symbols used in calculating medication dosages x II C 7 Analyze charts, graphs and/or tables in the interpretation of healthcare results x x III. Applied Microbiology/Infection Control III C 1 Describe the infection cycle, including the infectious agent, reservoir, susceptible host, means of transmission, portals of entry, and portals of exit x III C 2 Define asepsis x III C 3 Discuss infection control procedures x III C 4 Identify personal safety precautions as established by the Occupational Safety and Health Administration (OSHA) x III C 5 List major types of infectious agents x III C 6 Compare different methods of controlling the growth of microorganisms x III C 7 Match types and uses of personal protective equipment (PPE) x III C 8 Differentiate between medical and surgical asepsis used in ambulatory care settings, identifying when each is appropriate x - DB/ KS III C 9 Discuss quality control issues related to handling microbiological specimens x III C 10 Identify disease processes that are indications for CLIA waived tests x III C 11 Describe Standard Precautions, including: x a. Transmission based precautions b. Purpose c. Activities regulated III C 12 Discuss the application of Standard Precautions with regard to: X a. All body fluids, secretions and excretions b. Blood c. Non-intact skin d. Mucous membranes III C 13 Identify the role of the Center for Disease Control (CDC) regulations in healthcare settings.? IV. Concepts of Effective Communication IV C 1 Identify styles and types of verbal communication x IV C 2 Identify nonverbal communication x x IV C 3 Recognize communication barriers x x x x IV C 4 Identify techniques for overcoming communication barriers x x x IV C 5 Recognize the elements of oral communication using a sender-receiver process x IV C 6 Differentiate between subjective and objective information x x x x IV C 7 Identify resources and adaptations that are required based on individual needs, i.e., culture and environment, developmental life stage, language, and physical threats to communication x IV C 8 Recognize elements of fundamental writing skills x IV C 9 Discuss applications of electronic technology in effective communication? IV C 10 Diagram medical terms, labeling the word parts x x x? IV C 11 Define both medical terms and abbreviations related to all body systems x x x? IV C 12 Organize technical information and summaries x IV C 13 Identify the role of self-boundaries in the health care environment x x IV C 14 Recognize the role of patient advocacy in the practice of medical assisting x IV C 15 Discuss the role of assertiveness in effective professional communication x x x IV C 16 Differentiate between adaptive and non-adaptive coping mechanisms x x x V. Administrative Functions V C 1 Discuss pros and cons of various types of appointment management systems x V C 2 Describe scheduling guidelines x V C 3 Recognize office policies and protocols for handling appointments x V C 4 Identify critical information required for scheduling patient admissions and/or procedures x V C 5 Identify systems for organizing medical records x V C 6 Describe various types of content maintained in a patient s medical record x V C 7 Discuss pros and cons of various filing methods x V C 8 Identify both equipment and supplies needed for filing medical records x

33 V C 9 Describe indexing rules x V C 10 Discuss filing procedures x V C 11 Discuss principles of using Electronic Medical Record (EMR) x V C 12 Identify types of records common to the healthcare setting x V C 13 Identify time management principles x V C 14 Discuss the importance of routine maintenance of office equipment x VI. Basic Practice Finances VI C 1 Explain basic bookkeeping computations x VI C 2 Differentiate between bookkeeping and accounting x VI C 3 Describe banking procedures x VI C 4 Discuss precautions for accepting checks x VI C 5 Compare types of endorsement x VI C 6 Differentiate between accounts payable and accounts receivable x VI C 7 Compare manual and computerized bookkeeping systems used in ambulatory healthcare x VI C 8 Describe common periodic financial reports x VI C 9 Explain both billing and payment options x VI C 10 Identify procedure for preparing patient accounts x VI C 11 Discuss procedures for collecting outstanding accounts x VI C 12 Describe the impact of both the Fair Debt Collection Act and the Federal Truth in Lending Act of 1968 as they apply to collections x VI C 13 Discuss types of adjustments that may be made to a patient s account x VII. Managed Care/Insurance VII C 1 Identify types of insurance plans x VII C 2 Identify models of managed care x VII C 3 Discuss workers compensation as it applies to patients x VII C 4 Describe procedures for implementing both managed care and insurance plans x VII C 5 Discuss utilization review principles x VII C 6 Discuss referral process for patients in a managed care program x VII C 7 Describe how guidelines are used in processing an insurance claim x VII C 8 Compare processes for filing insurance claims both manually and electronically x VII C 9 Describe guidelines for third-party claims x VII C 10 Discuss types of physician fee schedules x VII C 11 Describe the concept of RBRVS x VII C 12 Define Diagnosis-Related Groups (DRGs) x VIII. Procedural and Diagnostic Coding VIII C 1 Describe how to use the most current procedural coding system x VIII C 2 Define upcoding and why it should be avoided x VIII C 3 Describe how to use the most current diagnostic coding classification system x VIII C 4 Describe how to use the most current HCPCS coding x IX. Legal Implications IX C 1 Discuss legal scope of practice for medical assistants x IX C 2 Explore issue of confidentiality as it applies to the medical assistant x IX C 3 Describe the implications of HIPAA for the medical assistant in various medical settings x IX C 4 Summarize the Patient Bill of Rights x IX C 5 Discuss licensure and certification as it applies to healthcare providers x IX C 6 Describe liability, professional, personal injury, and third party insurance x IX C 7 Compare and contrast physician and medical assistant roles in terms of standard of care x IX C 8 Compare criminal and civil law as it applies to the practicing medical assistant x IX C 9 Provide an example of tort law as it would apply to a medical assistant x IX C 10 Explain how the following impact the medical assistant s practice and give examples x 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 IX C 11 Identify how the Americans with Disabilities Act (ADA) applies to the medical assisting profession x x IX C 12 List and discuss legal and illegal interview questions x IX C 13 Discuss all levels of governmental legislation and regulation as they apply to medical assisting practice, including FDA & DEA Regulations x IX C 14 Describe the process to follow if an error is made in patient care x X. Ethical Considerations X C 1 Differentiate between legal, ethical, and moral issues affecting healthcare x X C 2 Compare personal, professional and organizational ethics x X C 3 Discuss the role of cultural, social and ethnic diversity in ethical performance of medical assisting practice x X C 4 Identify where to report illegal and/or unsafe activities and behaviors that affect health, safety and welfare of others x X C 5 Identify the effect personal ethics may have on professional performance x XI. Protective Practices XI C 1 Describe personal protective equipment x-sr XI C 2 Identify safety techniques that can be used to prevent accidents and maintain a safe work environment x-sr XI C 3 Describe the importance of Materials Safety Data Sheets (MSDS) in a healthcare setting x-sr XI C 4 Identify safety signs, symbols and labels x-sr XI C 5 State principles and steps of professional/provider CPR XI C 6 Describe basic principles of first aid* XI C 7 Describe fundamental principles for evacuation of a healthcare setting* x-sr XI C 8 Discuss fire safety issues in a healthcare environment x-sr XI C 9 Discuss requirements for responding to hazardous material disposal x-sr XI C 10 Identify principles of body mechanics and ergonomics x-sr XI C 11 Discuss critical elements of an emergency plan for response to a natural disaster or other emergency x-sr XI C 12 Identify emergency preparedness plans in your community x-sr XI C 13 Discuss potential role(s) of the medical assistant in emergency preparedness x-sr

34 *=Prerequisite END

35 Pyschomotor I. Anatomy & Physiology Communication (Teach) Intro to Pharm (Teach) Communication (Measure) Intro to Pharm (Measure) Intro Med Term (Teach) Intro Med Term (Measure) Medical Terminology (Teach) Medical Terminology (Measure) Anatomy (Teach) Anatomy (Measure) Fundamental Clinical Skills (Teach) Fundamental Clinical Skills (Measure) Assessment (Teach) Assessment (Measure) Administrative Skills (Teach) Administrative Skills (Measure) Pharmacology (Teach) Pharmacology (Measure) Simulation (Teach) Simulation (Measure) Advanced Clinical Skills (Teach) Phlebotomy (Teach) Advanced Clinical Skills (Measure) Phlebotomy (Measure) I P 1 Obtain vital signs x x x x I P 2 Perform venipuncture x I P 3 Perform capillary puncture x x x I P 4 Perform pulmonary function testing x x I P 5 Perform electrocardiography x x x I P 6 Perform patient screening using established protocols x x x I P 7 Select proper sites for administering parenteral medication x x x I P 8 Administer oral medications x x x x I P 9 Administer parenteral (excluding IV) medications x x x I P 10 Assist physician with patient care x I P 11 Perform quality control measures x x I P 12 Perform hematology testing x x I P 13 Perform chemistry testing x x I P 14 Perform urinalysis x x I P 15 Perform immunology testing x x I P 16 Screen test results x x x x Skills Validation (Teach) Skills Validation (Measure) II. Applied Mathematics II P 1 Prepare proper dosages of medication for administration x x x x II P 2 Maintain laboratory test results using flow sheets x II P 3 Maintain growth charts x III. Applied Microbiology/Infection Control III P 1 Participate in training on Standard Precautions x III P 2 Practice Standard Precautions x x x x x III P 3 Select appropriate barrier/personal protective equipment (PPE) for potentially infectious situations x III P 4 Perform handwashing x x x III P 5 Prepare items for autoclaving x III P 6 Perform sterilization procedures x III P 7 Obtain specimens for microbiological testing x x x x III P 8 Perform CLIA waived microbiology testing x IV. Concepts of Effective Communication IV P 1 Use reflection, restatement and clarification techniques to obtain a patient history x IV P 2 Report relevant information to others succinctly and accurately x Use medical terminology, pronouncing medical terms correctly, to communicate IV P 3 information, patient history, data & observations x x IV P 4 Explain general office policies Instruct patients according to their needs to promote health maintenance and disease IV P 5 prevention x x x IV P 6 Prepare a patient for procedures and/or treatments x x x IV P 7 Demonstrate telephone techniques x IV P 8 Document patient care x x x IV P 9 Document patient education x x x IV P 10 Compose professional/business letters IV P 11 Respond to nonverbal communication x Develop and maintain a current list of community resources related to patients IV P 12 healthcare needs? IV P 13 Advocate on behalf of patients? V. Administrative Functions V P 1 Manage appointment schedule, using established priorities x V P 2 Schedule patient admissions and/or procedures x V P 3 Organize a patient s medical record x V P 4 File medical records x V P 5 Execute data management using electronic healthcare records such as the EMR x V P 6 Use office hardware and software to maintain office systems x V P 7 Use Internet to access information related to the medical office x V P 8 Maintain organization by filing x V P 9 Perform routine maintenance of office equipment with documentation x V P 10 Perform an office inventory x VI. Basic Practice Finances VI P 1 Prepare a bank deposit x VI P 2 Perform accounts receivable procedures, including: x a. Post entries on a day sheet

36 b. Perform billing procedures c. Perform collection procedures d. Post adjustments e. Process a credit balance f. Process refunds g. Post non-sufficient fund (NSF) checks h. Post collection agency payments VI P 3 Utilize computerized office billing systems x VII. Managed Care/Insurance VII P 1 Apply both managed care policies and procedures x VII P 2 Apply third party guidelines x VII P 3 Complete insurance claim forms x VII P 4 Obtain precertification, including documentation x VII P 5 Obtain preauthorization, including documentation x VII P 6 Verify eligibility for managed care services x VIII. Procedural and Diagnostic Coding VIII P 1 Perform procedural coding x VIII P 2 Perform diagnostic coding x IX. Legal Implications IX P 1 Respond to issues of confidentiality x IX P 2 Perform within scope of practice x IX P 3 Apply HIPAA rules in regard to privacy/release of information x IX P 4 Practice within the standard of care for a medical assistant x IX P 5 Incorporate the Patient s Bill of Rights into personal practice and medical office policies and procedures x IX P 6 Complete an incident report x IX P 7 Document accurately in the patient record x IX P 8 Apply local, state and federal health care legislation and regulation appropriate to the medical assisting practice setting x X. Ethical Considerations Report illegal and/or unsafe activities and behaviors that affect health, safety and X P 1 welfare of others to proper authorities x X P 2 Develop a plan for separation of personal and professional ethics x XI. Protective Practices XI P 1 Comply with safety signs, symbols and labels x/sr XI P 2 Evaluate the work environment to identify safe vs. unsafe working conditions x/sr XI P 3 Develop a personal (patient and employee) safety plan x/sr XI P 4 Develop an environmental safety plan x/sr XI P 5 Demonstrate proper use of the following equipment: x/sr a. Eyewash b. Fire extinguishers c. Sharps disposal containers XI P 6 Participate in a mock environmental exposure event with documentation of steps taken x/sr XI P 7 Explain an evacuation plan for a physician s office x/sr XI P 8 Demonstrate methods of fire prevention in the healthcare setting x/sr XI P 9 Maintain provider/professional level CPR certification * XI P 10 Perform first aid procedures * XI P 11 Use proper body mechanics x x/sr XI P 12 Maintain a current list of community resources for emergency preparedness x/sr END

37 Affective I. Anatomy & Physiology Communication (Teach) Intro to Pharm (Teach) Communication (Measure) Intro to Pharm (Measure) Intro Med Term (Teach) Intro Med Term (Measure) Medical Terminology (Teach) Medical Terminology (Measure) Anatomy (Teach) Anatomy (Measure) Fundamental Clinical Skills (Teach) Assessment (Measure) Fundamental Clinical Skills (Measure) Assessment (Teach) Administrative Skills (Measure) Administrative Skills (Teach) Pharmacology (Teach) Simulation (Teach) Pharmacology (Measure) Simulation (Measure) Advanced Clinical Skills (Teach) Phlebotomy (Measure) Advanced Clinical Skills (Measure) Phlebotomy (Teach) I A 1 Apply critical thinking skills in performing patient assessment and care x x x x x x I A 2 Use language/verbal skills that enable patients understanding x x x x x x I A 3 Demonstrate respect for diversity in approaching patients and families x x x x Skills Validation (Teach) Skills Validation (Measure) II. Applied Mathematics II A 1 Verify ordered doses/dosages prior to administration x x x x II A 2 Distinguish between normal and abnormal test results x x x x III. Applied Microbiology/Infection Control III A 1 Display sensitivity to patient rights and feelings in collecting specimens x x x x III A 2 Explain the rationale for performance of a procedure to the patient x x x x x III A 3 Show awareness of patients concerns regarding their perceptions related to the procedure being performed x x x x IV. Concepts of Effective Communication IV A 1 Demonstrate empathy in communicating with patients, family and staff x x x x IV A 2 Apply active listening skills x x x IV A 3 Use appropriate body language and other nonverbal skills in communicating with patients, family and staff x x x IV A 4 Demonstrate awareness of the territorial boundaries of the person with whom communicating x x x IV A 5 Demonstrate sensitivity appropriate to the message being delivered x x x IV A 6 Demonstrate awareness of how an individual s personal appearance affects anticipated responses x x x IV A 7 Demonstrate recognition of the patient s level of understanding in communications x x x IV A 8 Analyze communications in providing appropriate responses/feedback x x x IV A 9 Recognize and protect personal boundaries in communicating with others x x x IV A 10 Demonstrate respect for individual diversity, incorporating awareness of one s own biases in areas including gender, race, religion, age and economic status x x x V. Administrative Functions V A 1 Consider staff needs and limitations in establishment of a filing system x V A 2 Implement time management principles to maintain effective office function x VI. Basic Practice Finances VI A 1 Demonstrate sensitivity and professionalism in handling accounts receivable activities with clients x VII. Managed Care/Insurance VII A 1 Demonstrate assertive communication with managed care and/or insurance provider x VII A 2 Demonstrate sensitivity in communicating with both providers and patients x VII A 3 Communicate in language the patient can understand regarding managed care and insurance plans x VIII. Procedural and Diagnostic Coding VIII A 1 Work with physician to achieve the maximum reimbursement x IX. Legal Implications IX A 1 Demonstrate sensitivity to patient rights x IX A 2 Demonstrate awareness of the consequences of not working within the legal scope of practice x IX A 3 Recognize the importance of local, state and federal legislation and regulations in the practice setting x X. Ethical Considerations X A 1 Apply ethical behaviors, including honesty/integrity in performance of medical assisting practice x X A 2 Examine the impact personal ethics and morals may have on the individual s practice x X A 3 Demonstrate awareness of diversity in providing patient care x XI. Protective Practices XI A 1 Recognize the effects of stress on all persons involved in emergency situations x/sr XI A 2 Demonstrate self-awareness in responding to emergency situations x/sr END

38 Appendix 8 Name Page1 Name of Practicum Student Being Evaluated: PRACTICUM EVALUATION 0F STUDENT Grand Rapids Community College Medical Assistant Program INSTRUCTIONS: Consider each item separately and rate each item independently of all others. Circle the rating that indicates the extent to which you agree with each statement. Please do not skip any item. 5 = Strongly Agree 4 = Agree 3 = Neutral (acceptable) 2 = Disagree 1 = Strongly Disagree N/A = Not available at this site O=Observed Student extern was able to perform the following tasks to a satisfactory level of competence: Anatomy & Physiology Psychomotor Domain 1. Obtain vital signs N/A O 2. Perform venipuncture N/A O 3. Perform capillary puncture N/A O 4. Perform pulmonary function testing N/A O 5. Perform electrocardiography N/A O 6. Perform patient screening using established protocols N/A O 7. Select proper sites for administering parenteral medication N/A O 8. Administer oral medications N/A O 9. Administer parenteral (excluding IV) medications N/A O 10. Assist physician with patient care N/A O 11. Perform quality control measures N/A O 12. Perform CLIA waived hematology testing N/A O 13. Perform CLIA waived chemistry testing N/A O 14. Perform CLIA waived urinalysis N/A O 15. Perform immunology testing N/A O 16. Screen test results N/A O Affective Domain 1. Apply critical thinking skills in performing patient assessment and care N/A O 2. Use language/verbal skills that enable patients understanding N/A O 3. Demonstrate respect for diversity in approaching patients and families N/A O Applied Mathematics Psychomotor Domain 1. Prepare proper dosages of medication for administration N/A O 2. Maintain laboratory test results using flow sheets N/A O 3. Maintain growth charts N/A O Affective Domain 1. Verify ordered doses/dosages prior to administration N/A O 2. Distinguish between normal and abnormal test results N/A O Applied Microbiology/Infection Control Psychomotor Domain 1. Participate in training on Standard Precautions N/A O 2. Practice Standard Precautions N/A O 3. Select appropriate barrier/personal protective equipment (PPE) for potentially O N/A infectious situations Revised by MAERB March 2009 GRCC Workforce Training 7/2014 lw

39 Name Page 2 4. Perform handwashing N/A O 5. Prepare items for autoclaving N/A O 6. Perform sterilization procedures N/A O 7. Obtain specimens for microbiological testing N/A O 8. Perform CLIA waived microbiology testing N/A O Affective Domain 1. Display sensitivity to patient rights and feelings in collecting specimens N/A O 2. Explain the rationale for performance of a procedure to the patient N/A O 3. Show awareness of patients concerns regarding their perceptions related to O N/A the procedure being performed Applied Communications Psychomotor Domain 1. Use reflection, restatement and clarification techniques to obtain a patient O N/A history 2. Report relevant information to others succinctly and accurately N/A O 3. Use medical terminology, pronouncing medical terms correctly, to O N/A communicate information, patient history, data and observations 4. Explain general office policies N/A O 5. Instruct patients according to their needs to promote health maintenance and O N/A disease prevention 6. Prepare a patient for procedures and/or treatments N/A O 7. Demonstrate telephone techniques N/A O 8. Document patient care N/A O 9. Document patient education N/A O 10. Compose professional/business letters N/A O 11. Respond to nonverbal communication N/A O 12. Develop and maintain a current list of community resources related to O N/A patients healthcare needs 13. Advocate on behalf of patients N/A O Affective Domain 1. Demonstrate empathy in communicating with patients, family and staff N/A O 2. Apply active listening skills N/A O 3. Use appropriate body language and other nonverbal skills in communicating O N/A with patients, family and staff 4. Demonstrate awareness of the territorial boundaries of the person with whom O N/A communicating 5. Demonstrate sensitivity appropriate to the message being delivered N/A O 6. Demonstrate awareness of how an individual s personal appearance affects O N/A anticipated responses 7. Demonstrate recognition of the patient s level of understanding in O N/A communications 8. Analyze communications in providing appropriate responses/ feedback N/A O 9. Recognize and protect personal boundaries in communicating with others N/A O 10. Demonstrate respect for individual diversity, incorporating awareness of O one s own biases in areas including gender, race, religion, age and economic status N/A Administrative Functions Psychomotor Domain 1. Manage appointment schedule, using established priorities N/A O 2. Schedule patient admissions and/or procedures N/A O 3. Organize a patient s medical record N/A O 4. File medical records N/A O 5. Execute data management using electronic healthcare records such as the N/A O Revised by MAERB March 2009 GRCC Workforce Training 7/2014 lw

40 Name Page 3 EMR 6. Use office hardware and software to maintain office systems N/A O 7. Use internet to access information related to the medical office N/A O 8. Maintain organization by filing N/A O 9. Perform routine maintenance of office equipment with documentation N/A O 10. Perform an office inventory N/A O Affective Domain 1. Consider staff needs and limitations in establishment of a filing system N/A O 2. Implement time management principles to maintain effective office function N/A O Basic Practice Finance Psychomotor Domain 1. Prepare a bank deposit N/A O 2. Perform accounts receivable procedures, including: a. Post entries on a daysheet b. Perform billing procedures c. Perform collection procedures d. Post adjustments N/A O e. Process a credit balance f. Process refunds g. Post non-sufficient fund (NSF) checks h. Post collection agency payments 3. Utilize computerized office billing systems Affective Domain N/A O 1. Demonstrate sensitivity and professionalism in handling accounts receivable N/A activities with clients O Managed Care/Insurance Psychomotor Domain 1. Apply both managed care policies and procedures N/A O 2. Apply third party guidelines N/A O 3. Complete insurance claim form N/A O 4. Obtain precertification, including documentation N/A O 5. Obtain preauthorization, including documentation N/A O 6. Verify eligibility for managed care services N/A O Affective Domain 1. Demonstrate assertive communication with managed care and/or insurance providers N/A 2. Demonstrate sensitivity in communicating with both providers and patients N/A O 3. Communicate in language the patient can understand regarding managed O N/A care and insurance plans Procedural and Diagnostic Coding Psychomotor Domain 1. Perform procedural coding N/A O 2. Perform diagnostic coding Affective Domain N/A O 1. Work with physician to achieve the maximum reimbursement N/A O Medical Law and Ethics Legal Implications Psychomotor Domain 1. Respond to issues of confidentiality N/A O 2. Perform within scope of practice N/A O 3. Apply HIPAA rules in regard to privacy/release of information N/A O 4. Practice within the standard of care for a medical assistant N/A O 5. Incorporate the Patient s Bill of Rights into personal practice and medical N/A O O Revised by MAERB March 2009 GRCC Workforce Training 7/2014 lw

41 Name Page 4 office policies and procedures 6. Complete an incident report N/A O 7. Document accurately in the patient record N/A O 8. Apply local, state and federal health care legislation and regulation appropriate to the medical assisting practice setting N/A O N/A O N/A O Affective Domain 1. Demonstrate sensitivity to patient rights N/A O 2. Demonstrate awareness of the consequences of not working within the legal O N/A scope of practice 3. Recognize the importance of local, state and federal legislation and N/A regulations in the practice setting O Ethical Considerations Psychomotor Domain 1. Report illegal and/or unsafe activities and behaviors that affect health, safety O N/A and welfare of others to proper authorities 2. Develop a plan for separation of personal and professional ethics N/A O Affective Domain 1. Apply ethical behaviors, including honesty/integrity in performance of medical O N/A assisting practice 2. Examine the impact personal ethics and morals may have on the individual s O N/A practice 3. Demonstrate awareness of diversity in providing patient care N/A O Safety and Emergency Practices Protective Practices Psychomotor Domain 1. Comply with safety signs, symbols and labels N/A O 2. Evaluate the work environment to identify safe vs. unsafe working conditions N/A O 3. Develop a personal (patient and employee) safety plan N/A O 4. Develop an environmental safety plan N/A O 5. Demonstrate proper use of the following equipment: a. Eyewash b. Fire extinguishers c. Sharps disposal containers N/A 6. Participate in a mock environmental exposure event with documentation of O N/A steps taken 7. Explain an evacuation plan for a physician s office N/A O 8. Demonstrate methods of fire prevention in the healthcare setting N/A O 9. Maintain provider/professional level CPR certification N/A O 10. Perform first aid procedures N/A O 11. Use proper body mechanics N/A O 12. Maintain a current list of community resources for emergency preparedness N/A O Affective Domain 1. Recognize the effects of stress on all persons involved in emergency situations N/A 2. Demonstrate self awareness in responding to emergency situations N/A O Comments: Signature of individual completing this evaluation O O Credentials &Title Date Revised by MAERB March 2009 GRCC Workforce Training 7/2014 lw

42 Appendix 9 Data Packet for Academic Program Review Certificate of Completion CIP Medical Assistant Medical Assistant Data Packet for Program Review,

43 Table of Contents I. Applications II. Program Enrollment and Graduation A. Enrollment 1. All Students 2. Demographics of Students Enrolled in Program B. Number of Graduates III. Regional Employment Forecasts IV. Completions at Transfer and Other Two-Year Schools (IPEDS) Medical Assistant Data Packet for Program Review,

44 I. Applications Description Medical Assistant II. Enrollment and Graduation A. Enrollment 1. All Students Description Medical Assistant Demographics of Students Enrolled Medical Assistant # % # % # % # % # % Female 27 90% 21 88% 32 89% 35 97% 11 8% Male 3 10% 3 13% 4 11% 1 3% 1 92% Under % 3 13% 6 17% 1 3% n/a n/a % 8 33% 15 42% 14 39% n/a n/a % 13 54% 15 42% 21 58% n/a n/a American Indian 1 3% 0 0% 2 6% 0 0% n/a n/a Asian 1 3% 5 21% 0 0% 0 0% n/a n/a Black 3 10% 0 0% 1 3% 1 3% n/a n/a Hispanic 1 3% 5 21% 3 8% 5 14% n/a n/a White 20 67% 11 46% 28 78% 28 78% n/a n/a Unknown 4 13% 3 13% 2 6% 2 6% n/a n/a B. Number of Students Earning Certificate, by Year Academic Year Description Medical Assistant Medical Assistant Data Packet for Program Review,