Medical Clinical Administrative Professional Detail Instructional Plan

of 36 M e d i c a l C l i n i c a l A d m i n i s t r a t i v e P r o f e s s i o n a l P r o g r a m ( M C A P ) ,
S c h o o l o f C a r e e r E d u c a t i o n , R i v e r s i d e C o u n t y O f f i c e o f E d u c a t i o n
Medical Clinical Administrative Professional
Modules and Instructional Details
By Julian Kiler
____________________________________________________________________________________
Prerequisites: 1). Biology (required)
2). Algebra
3). English Language Arts (required).
Co-Requisites: 1. Enrollment in advanced Health Pathway Course (Recommended)
2. Medical Terminology (Recommended)
Brief Course Description
With the rapid growth and changing face of the healthcare field, the need is greater than ever for
individuals trained to assist, facilitate, and coordinate patient care. This multi-disciplinary course crosses
over into: Anatomy and Physiology, Health Science, Math, and Technology to become an inter-
disciplinary course. This course is to train students in the management and treatment cognitive,
psychomotor and affective disorders and ailments required for employment in medical office setting.
This course will facilitate the students to integrate their knowledge, skills, and their positive mental
attitudes in professionally and compassionately caring for their patients. They will be exposed to in
depth reading, writing, and presenting case studies, laboratory work, medical office experiences during
their internship and critical thinking scenarios in order to provide an engaging and contextualized
learning environment.
Context for Course:
Many High Schools in Riverside County has an outstanding Health Science and technology courses,
such as: Biology, Chemistry, AP Biology, AP Chemistry, AP Physics and several science college
preparatory electives. Many of these newly graduate HS are great asset for our future healthcare
providers to serve the communities of Inland Valley. Career Technical Education and School of Career
Education of Riverside County Office of Education have produced a significant number of healthcare
employments for our students throughout Inland Valley.
Despite of the State budget constraint, our Medical Clinical Administrative Professional classes are
continually striving to thrive to fulfill the county’s workforce needs for healthcare providers. We have
constantly achieved our goal of high students’ completion and placement at healthcare job sites and at
colleges and universities for their higher education. Many of them do both of working while slowly
continuing their higher education at local colleges in Inland Valley. For example, for students who are
aiming to take their Physician Assistant program, they are working on their 2,000 hours of clinical
experiences while slowly working on their bachelor degree before enrolling to Physician Assistant
Program. We have three ex-students that we know of working on this. The rest will go for Pri-Med to
MD, RN, LVN, HIT, Public Health etc.

Textbooks:
1. Deborah B. Proctor EdD RN CMA and Alexandra Patricia Adams BBA RMA CMA (AAMA)
MA: Kinn’s The Medical Assistant with ICD-10 Supplement: An Applied Learning
Approach, 12th
edition, Evolve Elsevier 2014.
2. Ann Ehrlich: Medical Terminology for Health Professions, 7th edition, Delmar Cengage 2014.
3. Byron Hamilton: Electronic Health Record with Springcharts EHR software, 3rd
edition,
MCGraw Hill 2013.
Instructor Reference:
1. Kathryn A. Booth , Leesa G. Whicker , Terri D. Wyman: Instructor Resource for Medical
Assisting – Administrative and Clinical Procedures with Anatomy and Physiology, 5th
edition,
McGraw-Hill, 2014.
2. Margaret Schell Frazier, RN, CMA; Christine Malone, MHA; Connie Morgan, Med, RN, CMA.
Medical Assisting: Foundations and Practices. First edition, Prentice Hall, 2010.
3. Kathy Bonewit West, BS, MEd, Sue Hunt, MA, RN, CMA (AAMA) and Edith J. Applegate,
PhD, MS.: Today's Medical Assistant - Clinical & Administrative. Second edition, Elsevier-
Saunders, 2015.
4. Chancellor’s Office of California Community Colleges. Medical Assistant Model Curriculum.
Under the Carl D. Perkins. Vocational and Technical Education Act, 2006.
Softwares:
1. Springcharts software for Electronic Health Record
(http://highered.mheducation.com/sites/0073402141/student_view0/index.html)
2. Carol J Buck, MS, CPC-I, CPC, CPC-H, CCS-P: Internship – Externship CD Software Practice
Kit for Medical Front Office Skills – from Practice to Application , Evolve Elsevier, 2008.
3. Online Softwares or class companions provided by Cengage Brain and Evolve Elsevier, such as:
Competency Challenge 2.0, Critical Thinking challenge, Media Link, Virtual MA Administrative
class.
4. Learning Management System provided by Evolve Elsevier that comes with the adopted
textbook.
5. Anatomy & Physiology Revealed 3.0 Online Users (http://www.mhhe.com/sem/apr3/)
6. Interactive Physiology 10-System Suite - Student Edition
(http://www.adameducation.com/ip10s)
7. ExamView for Test Generators.

Course Purpose
The main purpose of this Medical Clinical Administrative Professional program is to train and equip our
students with the knowledge and skills needed to land a Medical Assistant job or other related job
through their internship at Medical Offices. Also, this program will build up a strong foundation for our
students to continue their higher education towards Pri-Med, Physician Assistant, or any other higher
education in Medical and Clinical field.
Students will be equipped with both employment skills and critical-thinking skills to develop the ability
to adapt to swiftly changing technological and social components of the workplace. Students will learn
how to process information in a skillful, accurate, and rigorous manner to derive reliable and logical
conclusions and make responsible decisions.
Students will be exposed to a tool of frame thinking in their learning process by comparing their
experiences with others' and learning how to analyze them. Students learn to go beyond surface learning
or simply remembering facts and formulate, they move into the realm of deep learning since they are
learning to relate the content to their previous knowledge. Some instructional strategies include: 1).
Small-group discussions that prompt students to work together to collaborate and problem-solve case
studies; 2). Critical-thinking exercises to motivate students by demonstrating real-world applications of
lesson content; 3). Class activities that create an interactive classroom environment; 4). Role-play
scenarios to provide practice in various clinical situations; 5). Videos that bring the expertise of other
professionals the learning experience; 6). Demonstrations that portray a methodology; then students
replicate what they observed; 7). Independent study, whether group or individual, that encourages
students to research a topic outside the textbook content; 8). Homework that enforces the deeper
understanding of what they have learned in the class; 9). prepares students for participation in class
activities and 10). Other strategies, such as: computer exercises, clinical scenario lab assignments, and
field trips.
This course will also measure comprehension of theory, clinical reasoning, and professional skills,
including practical examinations measure competency in technical skills. Competence depends upon
students performing skills to the satisfaction of the instructor testing them. Students should explain what
they are doing as they demonstrate each technical skill. Instructors might be better able to understand
students’ intentions if they consider both what they observe and what students tell them as justification.
Peer evaluation can be an option for practical examinations. For this activity, students are divided into
groups of three. One student is the practitioner, a second student is the observer, and the third student
acts as the patient. The students playing the patient and observer are responsible for assessing the
competency of the student acting as the practitioner as he or she, for example, measures blood pressure.
The assessment is recorded on a competency sheet given to the student, who completes the self-
evaluation column, giving a grade, justifying the position, and providing recommendations for self-
improvement.

IPO and Time Management
A. TIME MANAGEMENT & AGENDA

Clock Hours
- Total School days and hours = 120 days with 6 hours daily = 720 hours.
- In-class/clinical lab/computer lab days and hours = 53 days = 318 hours.
- Medical Terminology = 7 days = 42 hours;
- Anatomy, Physiology and Pathophysiology = 8 days = 48 hours.
- CPR and BLS (AHA) course = 2 days = 12 hours.
- Electronic Health Record (EHR) hands on training days and hours = 5 days = 30 hours.
- NCMA (NCCT) Certification Exam Preparations Review Course = 15 days= 90 hours.
- Total CC and or CVE days and hours = 30 days= 180 hours.
Modules:
1. Module 1: Introduction to CTE/ SCE, RCOE and Medical Assisting.
2. Module 2: Integrated Administrative Procedures.
3. Module 3: Health Information in medical Office (integrated with Electronic Health
Record hands-on training and Lab).
4. Module 4: Billing and Coding Procedures.
5. Module 5: Financial and Practice Management.
6. Module 6: Medical Terminology.
7. Module 7: Fundamentals of Clinical Medical Assisting.
8. Module 8: Assisting with Medications.
9. Module 9: Assisting with Medical Specialty (integrated with Anatomy, Physiology, and
Pathophysiology).
10. Module 10: Assisting with Diagnostic Procedures.
11. Module 11: Assisting with Minor Surgeries.
12. Module 12: Career Development and Life Skills.
Course Module Outline
KINN’S THE MEDICAL ASSISTANT 12th ed.
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INTRODUCTION–Syllabus, MCAP Program Orientation (8 hours)
Ch1. Becoming a Successful Student
Who You Are as a Learner: How Do You Learn Best? 2 4 hours
Time Management: Putting Time on Your Side 4
Problem Solving and Conflict Management 5
Study Skills: Tricks to Becoming a Successful Student 7
Test-Taking Strategies: Taking Charge of Your Success 8
Becoming a Critical Thinker: Making Mental Connections 9
Ch2. The Healthcare Industry
The History of Medicine 12 4 hours
Medical Milestones & Modern Medicines 18
The National View of Healthcare 20
Types of Healthcare Facilities 21
Types of Medical Practice and Healthcare Professionals 24
MODULE 1: Introduction to Medical Assisting (22 hours)
Ch3. The Medical Assisting Profession

The History of Medical Assisting 36 4 hours
The Scope of Practice of a Medical Assistant 37
A Career in Medical Assisting 38
Professional Appearance and Organizations 39
Education and Training 40
Ch4. Professional Behavior in the Workplace
Work Ethics and Being Professionalism 49 4 hours
Obstructions to Professionalism 51
Professional Attributes and Interpersonal Skills + Documentation 53
Substance Abuse 53
Ch5. Interpersonal Skills and Human Behavior
First Impressions 59 4 hours
Communication Paths & The Process of Communication 60
Warnings Against Advising a Patient and Observing Carefully 65
Abnormal Behavior Patterns and Defense Mechanisms 66
Conflict and Boundaries 68
Barriers to Communication & Communication During Difficult Times 71
Multicultural Issues and Communicating During the Patient Encounter 74
Ch6. Medicine and Ethics
History of Ethics in Medicine and Who Decides What Is Ethical? 83 5 hours
The Role of the American Medical Association and the Council on Ethical and Judicial Affairs
with Regard to Ethics and Making Ethical Decisions
84
Current Opinions of the Council on Ethical and Judicial Affairs and Medicine’s Ethical Issues 93
Ethical Issues Regarding HIV 93
Ethics and the Human Genome 93
Ch7. Medicine and Law
Jurisprudence and the Classifications of Law 98 5 hours
Anatomy of a Medical Professional Liability Lawsuit 99
Arbitration and Medical Professional Liability and Negligence 104
Law and Medical Practice 108
Physician Licensure and Registration 110
Module 1 Introduction to CTE/ SCE-RCOE and Medical Assistant.
The medical assistant is a professional, multi-skilled person that assists in patient care management by
performing administrative and clinical duties as well as managing emergency situations, facilities, and/or
personnel. There are many job responsibilities and personal characteristics that accompany becoming a
professional and competent medical assistant. Medical assistants must possess certain personal qualities that
identify them as true professionals by providing patients with the best health care possible. Professionalism
can be an intangible quality to many individuals as it requires a change in attitude and behavior. Becoming a
medical assistant requires open-mindedness and a desire for continued learning and education, certification
and recertification, and professional involvement through organizational participation.
Key Concept Key Assignments / Capstone Projects

1. SCE-RCOE Medical Assisting orientation.
2. Identify the role of self-boundaries in the health
care environment
3. Recognize the role of patient advocacy in the
practice of medical assisting
4. Demonstrate awareness of how an individual’s
personal appearance affects anticipated
responses.
5. Discuss licensure and certification as it applies
to health care providers.
Students will compose a personal statement regarding their
career goal in healthcare as well as integrating their personal
traits into the professionalism in healthcare.
Students will have the opportunity to learn the character,
personality traits, appearance, and behavior of a professional
medical assistant.
Students will have the opportunity to learn about professional
organizations that can help medical assistants to remain current
and active in their field after they finish their education and find
employment.
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MODULE 2: Integrated Administrative Procedures (30 hours)
Ch8. Computer Concepts
Computers Today and Computer Basics 126 5 hours
Types of Computers 128
Parts of the Computer 129
Inside the Computer 130
Peripheral Devices, Adding a Program to a Computer, and File Formats 132
Computer Networking , Servers , and The Internet 133
Browsers, Using a Phone to Perform Computer Functioning , and The Computer as a Co-Worker 134
Computer Security and HIPAA Regulations and Computers 135
Electronic Signatures and Computers and Ergonomics 136
Ch9. Telephone Techniques
Effective Use and Managing Telephone Calls 140 5 hours
Typical and Special Incoming Calls 146
Handling Difficult and Emergency Calls 149
Typical Outgoing Calls and Telephone Services 151
Using Long Distance and Special Services 153
Office Telephone Equipment Needs and Using a Telephone Directory 154
Ch10. Scheduling Appointments
Methods of Appointments Scheduling 160 5 hours
Using Established Priorities for Appointment Scheduling 159
Advance Preparation 161
Types of Appointment Scheduling 162
Time Patterns and Patient Wait Time 164
Telephone Scheduling and Scheduling Appointments for New Patients and for Established Patients 165
Special Circumstances and Failed Appointments 169
No Show Policy, Increasing Appointment Show Rates, Handling Cancellations and Delays 172
Other Types of Appointments and Planning for the Next Day 174
Ch11. Patient Reception and Processing
The Office Mission Statement and The Reception Area 178 5 hours
Preparing for Patient Arrival and the Patient Registration Procedures 180
Showing Consideration for Patients’ Time 184
Escorting and Instructing the Patient 185
Medical Record Placement 185
Challenging Situations 186
The Friendly Farewell and Patient Checkout 186
Ch12. Office Environment and Daily Operations

The Office Policy and Procedures Manual 191 5 hours
Opening the Office and Preparing for the Day Ahead. 193
Patient Traffic Flow and Visitors to the Office 194
Using the Office Policy Manual 195
Daily, Weekly, and Monthly Duties 195
Supplies and Equipment in the Physician’s Office 195
Preventing Waste, Lunch and Break times 200
Sending, Receiving Email, and Internet Research 202
Traveling For Business Purposes 202
Basic Safety and Security in the Medical Office 204
Emergency Preparedness 205
Waste Storage and Destruction 207
Ergonomics 208
Identifying and Sharing Community Resources 210
Closing the Office 211
Ch13. Written Communications and Mail Processing
Importance of Written Communications 215 5 hours
Reflection on the Physician 215
Writing Skills and Composing Tips 216
Equipment and Supplies 218
Letter Styles and part of Letters 219
Other Types of Written Communications 223
Developing a Portfolio 225
U.S. Postal Service and Mail Processing 225
Module 2 Administrative Medical Assisting
The first impression patients get of a health care facility begins when they walk in the front door. The
environment should foster a feeling that embraces and welcomes them. First impressions are usually conveyed
through verbal and non-verbal communication. Another key responsibility of the administrative medical
assistant is written communication. Written documents provide a permanent or legal record in the event of any
litigation and must be carefully and accurately worded. The medical office, hospitals, and even surgical
procedures are increasingly dependent on the use of computers. Computerized medical facilities have
implemented electronic health records (EHR), may use voice recognition software (VRS) and electronic
signatures or outsource transcription to other areas of the US or to foreign countries. Electronic Health
Records maintains accurate medical records are essential to patient care in any medical facility as well as
controlling the costs of medical care. Medical records management is also important because of legal issues
that every medical office and health care professional must face today.
1. Administrative Medical Assistant Role Activity.
To have learners reflect on these characteristics
and determine what they possess and what they
need to work on.
2. Sharpening Administrative Procedures
knowledge and skills.
3. Software Applications Programs.
4. Critical Thinking: “Your clinic has obtained
new medical management software. List as
many options you can think of for training
clinic personnel to use the management
software effectively. Identify the pros and cons
for each option.” (taken from MA textbook)
5. Scheduling Systems Activity through Electronic
Health Records (EHR). Note: Module 3 will
1. Give students time to write down the characteristics that they
feel a medical assistant must possess when they are in the
administrative medical assistant role. Of these, have them
identify the characteristics they already possess and identify the
ones they need to work on. List the characteristics on the board.
2. StudyWARE Championship Game. Divide students into teams,
and have them compete against each other, using the
Championship Game. Learners should use the Competency
Assessment checklists
3. Have learners write the following heading on their paper: Word
Processing, Accounting, Scheduling, Insurance Coding, and
Spreadsheets. Have learners name specific software application
programs under each heading. Learners may need to have
access to computer to research the different headings.
4. Divide learners into groups of three and have them research the

have separate comprehensive practices on
Electronic Health Record skills.
6. “Communicating in special circumstances” fun
learning activity: Ask for several pairs of
volunteers. Have the pairs take turns improvising
an office visit for the class. One student in each
pair will play the medical assistant and the other
will play the patient. Each patient should present
the medical assistant with a different
communication problem – an angry patient, an
anxious patient, a hearing-impaired patient, a
visually impaired patient, a non-English-
speaking patient, and elderly patient, a very
young patient. The rest of the students should
observe each improvisation and take notes.
(taken from MA textbook)
question on the computer. Share answers and reasons!
5. Have learners work in groups of three or four. Assign each
group one of the six common scheduling systems. They are to
research the systems and come up with a list of advantages and
disadvantages with each. Have them identify practices that
would use the system they have been assigned.
6. Prepare a list of 20 to 30 events that would happen over a 2 to 3
hour period in a provider’s office: items such as a patient calling
to schedule a follow-up appointment, a patient stopping in
because they have a severe sore throat, a patient who calls to
cancel an appointment for that day, a patient who brings their
sick child in, etc. Then have them go through the events list to
practice cancellations, work-ins, etc.
Discussion: Use the preceding role-playing activity as a prompt
for discussion. Have students critique the performances of the
medical assistants in dealing with the problems with which they
were presented. Encourage students to identify the positive and
negative techniques that the medical assistants used to
communicate with the patients. If the class decides that a
particular situation was not handled in the best way by the
medical assistant, ask for suggestions about how the situation
might have been handled differently.
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MODULE 3: Health Information in the Medical Office (36 hours)
(integrated with Electronic Health Record hands-on training and Lab)
14. The Paper Medical Record
The Importance & the ownership of Medical Records 238 1 hour
Creating an Efficient Medical Record Management System 240
Organization of the Medical Record 240
Contents of the Complete Case History 242
Making Additions to the Patient Record 246
Making Corrections and Alterations to Medical Records 247
Keeping Records Current 248
Transfer, Destruction, and Retention of Medical Records 249
Releasing Medical Record Information 250
Dictation and Transcription 252
Filing Equipment and Supplies 253
Filing Procedures and Methods 255
Organization of Files 258
15. The Electronic Medical Record
Executive Order to Promote Interoperability of EMR Systems 265 1.5 hour
Technologic Terms in Health Information 265
Advantages and Disadvantages of the EMR 267
Capabilities of EMR Systems 268
Patients’ Concerns about the EMR 270
Making Additions and Corrections to the EMR 270
Nonverbal Communication with the Patient When Using the EMR 270
The Nationwide Health Information Network 272
Backup Systems for the EMR 272

The Medical Assistant and the EMR 273
16. Health Information Management
Evolution of the Profession 277 1.5 hour
Uses of Healthcare Data 279
What Are High-Quality Data? 279
Challenges of Quality Assurance Problems 280
The Health Insurance Portability and Accountability Act (HIPAA) 281, 289
National Center for Health Statistics 281
Total Quality Management and Risk Management 281
Acknowledging and Disclosing Medical Errors 283
17. Privacy in the Physician’s Office
Health Insurance Portability and Accountability Act 289 2 hour
Permission to Disclose Protected Health Information 294
HIPAA and Emergency Preparedness 298
Module 3 Health Information in Medical Offices (integrated with Electronic Health Record
hands-on training and Lab)
Whether medical records are maintained manually or electronically, accurate medical records are essential to
patient care in any medical facility. Medical records potentially record all medical data about an individual
from birth until death. Maintaining a conscientious record of patient care is essential in controlling the costs
of medical care. Medical records management is also important because of legal issues that every medical
office and health care professional must face today. Each medical facility has its own filing system, and no
matter what type of filing system a medical facility chooses, of utmost importance is the ability to retrieve a
file. The role the medical assistant plays in maintaining patient medical records is to keep them complete and
easily accessible for the provider. In this section, learners will identify specific items that should be present in
a patient’s medical records and the necessary equipment to properly maintain medical records, both manually
and electronically.
 Medical Record Contents Activity.
 ELECTRONIC HEALTH RECORD –
HANDS ON TRAINING
Using textbook of: Electronic Health Records, 3/e,
Hamilton, 2013
ISBN-13: 978-0073402147 ISBN-10: 0073402141

 Have learners determine what should be in a patient’s medical
file for a general practitioner, pediatrician, obstetrician and
gynecologist, cosmetic surgeon, geriatrician, urologist, and
neurologist. Learners should write these items down and then
compare their findings.
 See the Electronic Health Record’s assignments from the
syllabus below.

30 Hours EHR Course Break Down and Descriptions:
NO Content &
Sub Category
Course Description Course
Objectives
Total
Hours
1. A. AN
INTRODUCTION
TO ELECTRONIC
HEALTH
RECORDS
 The EMR History
 Methods of Data Entry
 Barriers and Benefits of
EHR
In this unit one, the student is introduced to
a concise history of the EHR and we
unravel the multiple nomenclatures
surrounding the development of the EHR.
We also explore the perceived obstacles that
have prevented medical professionals from
speedily embracing the electronic patient
chart and then discuss the benefits that
many are now seeing in the adoption of
electronic medical records. The chapter
concludes with a discussion on the current
financial remuneration being made
available through the HITECH portion of
the American Recovery and Reinvestment
Act of 2009 (ARRA).
Students will learn:
 A brief history of electronic
health records (EHRs)
 The methods of entering
information in an EHR
program
 The barriers and benefits of
EHR
 The current EHR
incentives.
1 hour
(theory)
2. Standards for Electronic
Health Records.
 The EMR Standard.
 HIPAA of 1996.
 Consolidated Health
Informatics Standards.
 IOM’s Core Functions of
an EMR.
 CCHIT -
CERTIFICATION
COMMISSION FOR
HEALTH
INFORMATION
TECHNOLOGY
 MIPPA - Medicare
Improvements for Patients
and Providers Act of 2008.
Unit two covers the history of the standards
surrounding the EHR and looks at the
influence that agencies like the Health
Insurance Portability and Accountability
Act (HIPAA), Consolidated Health
Informatics (CHI), Institute of Medicine
(IOM), and Certification Commission for
Healthcare Information Technology
(CCHIT) have had on the security and
feature development in the EHR industry
Students will know:
 The standards history for
the EHR
 The basic HIPAA
regulations for an EHR
 The basic CHI regulations
for an EHR
 The IOM’s core functions
of an EHR
 The basic CCHIT standards
for an EHR
 The effect of MIPPA
incentives on EHR
adoption.
1 hour
(theory)
3. Introduction and Setup of
EMR
 Overview.
 Springcharts Features.
 User Preferences.
 Address Data Setup.
 Patient Data Setup.
 Insurance Data Setup
This unit three provides the student with an
in-depth and practical training on a widely
used EHR software program. The eight
chapters in this section allow the trainee to
apply the theoretical knowledge obtained
from the first two chapters of the text thus
equipping them to successfully enter the
medical community with a comprehensive
working experience of EHRs.
Students will know and be
skillful with:
 The basic features of
SpringCharts EHR.
 A brief history of SpringCharts
EHR.
 How to set up user preferences.
 How to set up and edit
addresses
 How to set up and edit patients.
 How to set up and edit
insurance companies.
1 hour
(theory)
+
3 hours
(Computer
Lab practice)
4. The Clinic Administration
(Front Office)
 Working the patient
Schedulers.
 Working the Patient
Tracker.
 Working TO-DO List.
 Working the Messages
Center.
This unit four consists of how to function in
an administrative role within the clinic by
utilizing several managerial features of
SpringCharts, including patient scheduling,
tracking patient activity, sending and
receiving reminders, messages and emails.
Students will know and be
skillful with:
 the administrative functions of
the Practice View screen
 Effectively navigating the
appointment calendar
 Effectively using the patient
tracker
 Effectively using the ToDo
List feature
 Using internal messages
 the concept of urgent messages
 e-mail functionality.
1 hour
(theory)
+
3 hours
(Computer
Lab practice)
5. The Patient Chart
(Front Office and Back
Office)
 Building Category
The students will spend Unit 5 examining
the components of and building the patient
electronic chart. They will create their own
Students will know and skillful
with:
 The layout of an electronic
chart.
1 hour
(theory)
+
3 hours

Preferences
 Building a New
Patient’s Face Sheet
 Adding the Patient’s
Primary Insurance
 Accessing an
Immunization Record.
 Recording and Viewing
Vitals.
 Creating a Letter about
a Patient.
 Creating a Test Report
for a Patient.
chart and then begin using the chart for the
remaining chapter exercises in the text.
They will not only create their own chart
but will perform various clerical and
clinical processes like adding personal
insurance information, immunizations,
vitals, telephone call notes, letters, and test
reports to the chart.
 Demonstration on how to build
a patient’s face sheet.
 The EMR operations on
various procedures in a
patient’s chart.
 The EMR operations on how to
create new documentation in a
patient’s chart.
(Computer
Lab practice)
6. The Office Visit 1
(Back Office)
 Building an Office Visit
(OV) Note (for MA).
 Building an Office Visit
(OV) Note (for
Physicians).
 Creating an excuse
note.
 Adding an
immunization.
 Creating a Routing Slip.
 Creating an Addendum.
 Creating an Exam
Report.
 Creating an H&P
Report.
 Creating an OV Note
Report.
In this unit 6, the students learn how to
build an office visit note in the SOAP
format, and practice switching between
MA/nurse responsibilities and physician
responsibilities. Students learn how to edit
the face sheet, modify immunizations, view
graphed lab results, and create excurse notes
directly from the OV note.
A routing slip will be built that contains all
the billable items from the OV note. E&M
coder will be introduces that E&M code
based on the details of documentation in the
SOAP note, particularly the ROS and exam
portions. Additionally, students should be
able to operate lock of an OV note and
adding addendum including creating
various reports generated from the OV note.
with:
 The components of an office
visit note.
 How to create a new office
visit note.
 To complete activities in the
Office Visit window, including
editing the face sheet,
modifying the immunization
record, viewing a patient’s lab
graphs, creating excuse notes,
and changing chart tabs.
 Create a routing slip.
 Edit an office visit note by
adding an addendum.
1 hour
(theory)
+
3 hours
(Computer
Lab practice)
7 Clinical Tools
(Back Office)
 Creating and
Conducting a Chart
Evaluation.
 Ordering a Test in an
Office Visit.
 Adding Items to the
E&M Coder.
 Adding Items to the
Superbill.
 Creating a New Patient
Information Sheet.
 Administering a Patient
Instruction.
 Adding a Patient’s Care
Plan.
 Importing a Document.
Unit 7 introduces the students to the first of
10 MU optional menu measures set up by
the ONC to incent providers in the
deployment and use of EHR technology.
The 10 MU measure measures allow EPs to
select any five to qualify for financial
incentives under stage one of the program.
In this unit, students use how use a number
of the clinical tools in the EHR program
like the evaluating a patient’s chart for
required wellness screenings, ordering a
test, setting up an E&M coder, creating a
superbill, administrating a patient’s
education sheet and care plan, learning
about the draw program, and, importing a
document into the EHR program.
with:
 Create and conduct a chart
evaluation
 Demonstrate how to order a
test in the Office Visit screen
 Describe the function of the
E&M Coder.
 Demonstrate how to add items
to a superbill.
 Create and administer a patient
instruction sheet.
 Describe how to add a care
plan to an office visit.
 Explain the purpose of the
Draw program.
 Demonstrate how to import a
document to a patient’s chart.
3 hours
(Computer
Lab practice)
8. Creating Templates
(Back Office)
 Creating and Editing an
Office Visit Template.
 Activating an Office
Visit Template.
 Using an Order
Template.
 Creating and Using a
Letter Template.
Unit 8 introduces the student to the concept
of templates in the EHR program.
SpringCharts comes equipped with
templates for office visits, physician orders,
and letters. These templates are designed to
cover the most common types of
documentation in these tree areas. In
addition, the students are taught how to add
with:
 Create and activate an
office visit template.
 Create and use a physician
order template.
 Create and use a letter
template.
3 hours
(Computer
Lab practice)

 Modifying an OV
Template.
 Adding a Procedure
Template.
mini templates to common procedures so
that common and routine verbiage is added
to office visit notes each time certain
procedures are used. Spring Medical, the
parent company of SpringCharts, provides
customized templates for different medical
specialties so that common office visit notes
and other template types match the
particular specialty. Family Practice
specialty templates are included in the
SpringChart software used in this text.
Templates ensure that complete and
consistent information is provided to all
patients.
 Explain the function of the
template manager.
 Create and use a procedure
template.
9. Test, Procedures, and
Codes
(Back Office)
 Ordering a Lab.
 Viewing Outstanding
Tests.
 Processing a Lab Test
Result.
 Processing a Lab Test
Result.
 Processing a Lab Result
Manually.
 Creating a Test Report.
 Creating a New
Procedure Code.
 Using Diagnosis and
Procedure Codes.
 Creating and Using an
ICD-10 Code.

This unit 9 explores the various codes for
test, procedures, and diagnoses that are set
up in the SpringCharts EHR program.
Although SpringCharts comes with the
entire database of current procedure and
diagnosis codes, the students learn to
activate the common codes that are used in
specific medical offices. Based on the
medical specialty, a medical clinic will
activate codes that are regularly used for
that specialty rather than having to search
through thousands of codes. This version of
SpringCharts is loaded with the current
ICD-9 diagnosis codes. Although edition
10 of the ICD codes are not required until
October 2014, the students will be exposed
to and begin to utilize ICD-10 codes in this
chapter.
with:
 Describe how to order lab,
imaging, and medical tests.
 Process Reference Lab
results that are received
electronically.
 Process and chart tests
manually.
 Create a test report.
 Create, edit, and document
procedures.
 Create, edit, and document
diagnoses.
3 hours
(Computer
Lab practice)
10. Productivity Center and
Utilities
(Front Office and Back
Office)
 Creating a New Bulletin
Board Post.
 Faxing a Prescription
Electronically.
 Working with the Time
Clock.
 Adding a New Link to
My Websites.
 Calculating an
Estimated Delivery
Date.
 Searching the Medical
Database.
 Archiving a Patient’s
Record.
Unit 10 of EHR introduces the students to
the Productivity Center which contains
some of the most commonly used features
of SpringCharts and the Utilities menu
which accesses the searching of the
database and reporting features of
SpringCharts. In the Productivity Center the
students will be given opportunity to use the
electronic bulletin board, understand the
sending and receiving of faxes, utilize the
electronic time clock, and setup important
websites. In the Utilities menu the students
will work with various built-in calculators,
and generate reports from the patient
database.
with:
 Demonstrate how to post a
new item on the EHR’s
Bulletin Board.
 List the steps to send and
receive electronic faxes.
 Use the Time Clock feature.
 Set up and use the My
Websites feature.
 Demonstrate the use of
three types of electronic
calculators.
 Perform a search of the
medical database.
 Describe how to archive a
patient’s records.
3 hours
(Computer
Lab practice)

TOPICS + ACTIVITY
Page #
TOTAL
ACTIVITY
HOURS
MODULE 4: Medical Insurance, Billing, and Coding procedures (42 hours)
18. Basics of Diagnostic Coding
Getting to Know the ICD-9-CM 305 8 hour
Structure of the ICD-9-CM 306
Beginning the Coding Process 310
Steps in ICD-9 CM Coding 312
Special Coding Instructions 316
Maximizing Third-Party Reimbursement 323
19. Basics of Procedural Coding
Getting to Know the CPT and the CPT Code 328 8 hour
Format and the content of the CPT Coding Manual 329
Beginning the Coding Process : Using the Alphabetic Index and the Main Text (Tabular Index) 333
Surgery Coding 337
Understanding Evaluation and Management Coding 339
Anesthesia and Radiology Coding 342
Coding for the Pathology and Laboratory and for the Medicine Section 345
The Healthcare Common Procedure Coding System 346
Coding Levels: CPT Versus HCPCS 346
20. Basics of Health Insurance
Cycle and types of Health Insurance 354 6 hour
Types of Insurance Benefits 356
How Benefits Are Determined 358
Health Insurance Providers 359
Commercial Insurance and Understanding Insurance Plan Requirements 364
Verification of Insurance Benefits 365
Precertification and Preauthorization 366
Fee Schedules, Deductibles and Co-Insurance 370
21. The Health Insurance Claim Form
Types of Claims 376 10 hour
Guidelines for Data Gathering 378
Completing the CMS-1500 Form 382
Guidelines for Reviewing Claims Before Submission 393
Preventing Rejection of Claims 393
Checking the Status of a Claim 394
22 Professional Fees, Billing, and Collection
How Fees Are Determined 400 10 hour
Explaining Fees to Patients 401
Bookkeeping Computations Used on Patient Accounts 403
Comparison of Manual and Computerized Bookkeeping Systems 404
Special Bookkeeping Entries 407
Payment Options, Balancing the Accounts Receivable and Account Receivable Control 411
Insurance or Third-Party Payers 413
Collection Procedures, Medical Care for Those Who Cannot Pay 415
Professional Courtesy and Billing Minors 415
Preparing Accounts for Collection Activity 416
Using Outside Collection Services 421

Module 4 Medical Insurance, Billing and Coding Procedures
 Health care insurance is a contract between an individual policyholder and a third party or government
program that reimburses the medical provider or the policyholder for medically necessary treatment or
preventive care covered by that specific health care provider. The medical assistant faces many legal and
ethical issues related to insurance issues on a daily basis; therefore, it is important that each patient be
treated equally and fairly. This section will familiarize learners with all aspects of medical insurance.
 Coding is the basis for the information on the claim form. Medical coding is mandatory for the accurate
transmission of procedures and diagnosis information between health care providers and various
agencies that compile health care statistics and the insurance companies that act as third-party payers for
health care services rendered to patients. In order for a computer to translate this information, all
charges, patient accounts, insurances, diagnoses, and procedures are assigned letters or numbers to be
entered into the computer. It is important for the medical assistant to be computer literate. This section
will introduce learners to coding procedures in processing medical insurance claims.
 Patient billing is a critical administrative function that helps to maintain a healthy, viable practice. The
ambulatory care setting’s cash flow and collection processes are dependent on up-to-date, accurate
billing techniques. In this section, learners will be introduced to proper billing and collection procedures
used in a medical facility.
 Understanding the Role of Health Insurance.
 Managed Care Organizations Activity.
 Referrals and Authorizations.
 Fee Schedule Activity.
 Terminology Notebook activity.
 Healthcare Common Procedure Coding System
(HCPCS).
 Coding the Claim Form activity.
 Completing the CMS-1500 (08-05) and UB 04
activity.
 Benefits of Submitting Claims Electronically.
 Managing the Claims Process.
 Legal and Ethical Issues related to Medical
Insurance.
 Collection Procedures Activity
 Aging Activity
 Role-Play Activity
 Have learners outline six managed care organizations to be
reviewed in class.
 Have learners schedule an interview with a medical assistant.
They are to make notes on how their practice handles referrals
and preauthorization in the office. Compare this finding with the
textbook.
 Learners are to pick one of the fees schedule systems listed in
the textbook and contrast compare with their finding through
web research. They should write a one-page paper on their
findings, present in front of the class for discussions.
 Have learners write down all new terms they have learned in this
topic, along with the definition to the terms on a separate sheet
of paper. Have them file these sheets in the terminology
notebook. They can use this notebook for studying for tests.
 Computer Program Activity. Learners are to research what
computer programs are available to process health insurance
claims.
 Have several scenarios prepared for learners to utilize in
completing claim forms. Have ICD-9-CM and CPT coding
manuals available.
 Learners are to review the CMS-1500 (08-05) and the UB 04
claim forms and write a one-page report on their differences.
 Have learners research the legal and ethical issues pertaining to
medical insurance they must be aware of while working in a
medical practice. They should create a poster illustrating these
issues and present it to the class.
 Obtain sample collection procedures to hand out to the class.
Have learners form groups of three to create their own collection
procedures from the samples they are given to review. Have
them present their collection procedures to the class. Have
learners explain what they did and did not like about the samples
they were given to review.
 Generate an aging report for students to use. Have them

determine what collection procedures they would use in starting
the process of collecting on past due accounts. Have them refer
to the Collection Procedures Activity they did and create a series
of letters for accounts that are 30, 60, 90, and 120 days past due.
Tell learners that they send letters at these intervals; therefore,
some patients have already received letters in the series of
collection letters.
 Divide the class into groups of three, and role-play telephone
collections calls. One student can be the medical assistant, and
the other student can be the patient. The third student should
observe and evaluate the call.
TOPICS + ACTIVITY
Page #
TOTAL
ACTIVITY
HOURS
MODULE 5: Financial and Practice Management (18 hours)
23. Banking Services and Procedures
Banking in Today’s Business World 426 4 hour
Checks, The Banking System, and Bank Accounts 427
Precautions for Accepting Checks 435
Endorsements 437
Bank Statements and Reconciliation 439
Signature Cards & Bonding 440
24. Financial and Practice Management
What Is Accounting? 445 4 hour
Accounting Systems and End of Day Summarizing 448
Trial Balance of Accounts Receivable and Accounts Payable Procedures 449
Common Periodic Financial Reports 451
Payroll Records 451
25. Medical Practice Management and Human Resources
Today’s Office Managers 458 4 hour
Who’s in Charge? & The New Office Manager 458
Creating a Team Atmosphere and selecting the Right Staff members 462
Orientation and Training: Critical Factors for Successful Employees 470
Using Performance Evaluations Effectively 474
Seeing the Whole Picture 479
Office Management Tools 480
26. Medical Practice Marketing and Customer Service
Developing Marketing Strategies 486 6 hour
Promoting the Practice 488
High-Quality Customer Service in the Medical Practice 493
Module 5
Financial and Practice Management
Ambulatory care settings are primarily designed to serve the patient. However, without sound financial
practices, patient care will suffer and the practice will not thrive and grow. The management of the business
details is usually the responsibility of the medical assistant. The business details usually consist of patient fees,
collection procedures, and bookkeeping functions, banking procedures, purchasing supplies and equipment,
and handling a petty cash fund. Bookkeeping and accounting terminology is called the language of business. It
is imperative that the medical assistant be knowledgeable about these terms and be able to apply those terms

in the business management of a medical facility. This section will introduce learners to the details of
financially operating a medical facility.
 Explanation of Benefits (EOB) Activity.
 Payment Plan Activity
 Critical Thinking Activity:
 Day sheet balancing activity.
 Procedure 1 : Posting procedure charges and
payments activity
 Procedure 2: Posting insurance payments and
adjustments activity.
 Procedure 3: Processing credit balances and
refunds activity.
 Procedure 4: Preparing a deposit activity.
 Procedure 5: Recording a nonsufficient funds
check activity.
 Procedure 6: Writing a check activity.
 Procedure 7: Reconciling a bank statement
activity.
 Procedure 8: Establishing and maintaining a
petty cash fund.
 Case Studies Discussions Activity:
a. The clinic’s patient has been diagnosed
with non-Hodgkin’s lymphoma in stage
3. Surgery and aggressive
chemotherapy are in process. The
patient has Medicare and a small
Medigap policy. Yu know there are
expenses coming soon that neither
insurance will cover. WHAT CAN YOU
SUGGEST?
b. In checking the the disbursements
journal against invoices, you discover
that you have paid the same bill twice.
The amount was $125 for an office
machine repair. What should you do?
c. More case studies scenario can be
taken from MA textbooks.
 Have learners identify fees that patients are responsible for and
fees that will be covered by an insurance plan. Divide the class
into three groups. Assign each group three EOBs and ask them
to be prepared to explain the details of them.
 Divide the class into three groups. Have each group prepare a
list of what should be taken into consideration when approving
credit and what the criteria should be for approving a payment
plan.
 Have learners read the critical thinking question; have them
read question and then discuss. Write answers up on the board
under the heading Disadvantages and Advantages. Instructor
will facilitate the learning process with suggested discussion
prompts and points to highlight.
 For procedure one to eight, learners under the guidance of
instructor, should use the Competency Assessment checklist in
the Competency Manual to complete.
 For Case-studies discussions, divide students into groups and
have them discuss with their group to present and discussions in
front of the class. Instructor will facilitate the learning process
with suggested discussion prompts and points to highlight.
Module 6: Medical Terminology in Health and Diseases
Ehrlich Delmar, Medical Terminology for Health Professions, 7th Edition
TOTAL OF 42 HOURS
Chapter 1 Introduction to Medical Terminology (3 hours).
Chapter 2 The Human Body in Health and Disease (3 hours).
Chapter 3 The Skeletal System (3 hours).
Chapter 4 The Muscular System (3 hours).
Chapter 5 The Cardiovascular System (3 hours).
Chapter 6 The Lymphatic and Immune Systems (2 hours).
Chapter 7 The Respiratory System (3 hours).
Chapter 8 The Digestive System. Chapter 9 The Urinary System (3 hours).
Chapter 10: The Nervous System (3 hours).

Chapter 11 Special Senses: The Eyes and Ears (3 hours).
Chapter 12 Skin The Integumentary System (3 hours).
Chapter 13 The Endocrine System (2 hours).
Chapter 14 The Reproductive Systems (3 hours).
Chapter 15 Diagnostic Procedures and Pharmacology (2 hours).
Module 6
Medical Terminology
Working in the medical field, whether in an administrative or clinical role, demands a strong working
knowledge of medical terminology. As a medical assistant, it is critical to be able to define and build medical
terms, spell terminology correctly, and use proper application of these terms when working with patients and
other health care professionals. Specifically, medical assistants must apply these skills to explain medical
terminology so the patient understands the meaning, as well as to interpret orders from the provider.
Working with medical terminology is critical to career success.
 Fun learning activity that helps students become
familiar with the important concept of word
parts activity for each chapter.
 The knowledge bowl game activity which is
based on TV college bowl games, involves the
entire class in a competition that is excellent for
testing students’ grasps of medical terminology.
This activity can be used for each chapter of the
Medical Terminology textbook and will be used
randomly to prevent a boring teaching method.
 Medical Mystery fun learning activity. This
activity can be used for each chapter of the
textbook and will be used randomly to prevent a
boring teaching method.
 Audio-visual utilization to strengthen the
learning process and retains.
 This Medical Terminology textbook also comes
with Learning Lab interactive online activity that
teaches students the real life usage of the
medical terminology in the clinic.
 Divide the class into three teams. Each team should appoint a
captain or spokesperson. When the game is played, two teams
compete and the third team acts as the score keepers and
audience. The audience is expected to fully participate by
applauding and trying to guess the answers. The teacher usually
acts as the game host. The game host uses the list of 40 medical
terms and definitions on the activity cards
 In the medical terminology textbook, each chapter will have a
medical mystery with discussion questions. Medical mystery is a
History and Physical like note from that consists of five parts
that is rich with Medical Terminology. They are: 1). Patient’s
history; 2) The Evaluation; 3). The Diagnosis; 4). The
Treatment; 5). Case Closed.
 The Learning Lab interactive online activity will cover each
chapter of the textbook and consist of: 1). Pre-assessment that is
filled with questions on clinical application of the medical
terminology; 2). Answering patient’s medical terminology
related to their disease; 3). Patient verbal and on the phone
communications; 4). Student’s activity to correct the misspelling
and to define the meaning of the medical terminology in
patient’s medical record; 5). Post-assessment that is filled with
questions on clinical application of the medical terminology.
TOPICS + ACTIVITY
Page #
TOTAL
ACTIVITY
HOURS
MODULE 7: Fundamentals of Clinical Medical Assisting (40 hours)
27 Infection Control
Disease 499 10 hours
The Chain of Infection 500
The Inflammatory Response 502
Types of Infections 502
OSHA Standards for the Healthcare Setting 503
Aseptic Techniques: Prevention of Disease Transmission 512

Role of the Medical Assistant In Asepsis 516
28 Patient Assessment
Medical History 520 8 hours
Understanding and Communicating with Patients 521
Interviewing the Patient 526
Assessing the Patient 530
Documentation 531
29 Patient Education
Patient Education and Models of Health and Illness 543 3 hours
The Teaching Plan 547
30 Nutrition and Health Promotion
Nutrition and Dietetics 556 3 hours
The Food Guide Pyramid 568
Nutritional Status Assessment 569
Therapeutic Nutrition 571
Reading Food Labels 575
Food-Borne Diseases & Contaminants 577
Eating Disorders, Obesity, and Health Promotion 577
31 Vital Signs
Factors That May Influence Vital Signs 583 10 hours
Temperature 584
Pulse 591
Respiration 596
Blood Pressure 598
Anthropometric Measurement 603
32 Assisting with the Primary Physical Examination
Anatomy and Physiology 609 6 hours
Primary Care Physician 610
Physical Examination 611
Principles of Body Mechanics 623
Examination Sequence 625
Role of the Medical Assistant 628
Module 7 Fundamentals of Clinical Medical Assisting
Infectious diseases have plagued humans since the beginning of time. Advances such as antibiotic therapy and
vaccination have significantly reduced risks for mortality. Infectious diseases that once were highly feared
because of their likelihood of causing premature death are now preventable or treatable. Humans must never
underestimate the potential of resurgent infectious diseases. Continuous reliance on infection control
measures ensures a clinical environment that is as safe as possible for employees, patients, and families. The
goals of infection control are to limit the presence of infectious agents, to create barriers against transmission,
and to decrease the risk to others for contracting infectious diseases. Medical assistants must pay close
attention to the prevention of infectious diseases as well as patient education including healthy life style
through food intake and exercise. Prior to physical examination, equipment must be in working order, the
room properly stocked with gowns, drapes and other supplies such as gloves, an antibacterial hand washing
product, biohazard container, and any other materials needed to comply with Standard Precautions such as a
sharps container. The medical assistant is responsible for patient preparation: vital signs, height and weight,
signed consent forms and if the patient needs help undressing and putting on a gown.

 Body’s Defense Activity.
 Chain of Infection Activity.
 Infectious Control Activity.
 OSHA Regulations Activity.
 Critical Thinking role play practice activity.
Some samples (taken from Lindh Delmar
Cengage MA text book).
a. A social history is being taken. As the
Medical Assistant you ask the patient
about the use of any recreational drugs
or chemicals. The patient responds,
“Yes.” What additional questions will
you ask the patient?
b. In some cultures (e.g., Chinese, some
Native Americans), it is disrespectful to
speak of the dead. The patient may be
reluctant to provide detailed
information on the family health history
of dead relatives while it is important
for patient’s family health history
documentation. How do you manage
this situation?
c. Etc.
 Medical History Report activity
 SOAP Charting Activity.
 Preparing a Patient for a Physical Examination
Activity.
 Components and Sequencing of a Routine
Physical Examination
 Clinical Medical Assisting procedures practices
and performance in the lab.
 Learners are to pick one of the body’s natural barriers or
defenses. They should research in class how they work in
defending the body from infection and diseases. For homework,
have them write a one-page report to be turned in for a grade.
 Have learners work in groups and pick an additional disease
from the Patient Education Activity. They are to research and
write the chain of infection of that disease. They will present this
to the class.
 Have learners outline what should be included in an Infection
Control Manual in a provider’s office and present in front of the
class for rigorous discussions.
 Have learners list and describe the OSHA regulations pertaining
to infectious diseases. They should prepare note cards that will
include different medical situations and what personal protection
equipment they must use.
 In small groups, role-play the scenario suggested in the critical
thinking questions from textbooks or real life story that
instructor experienced working as MA in the past. Instructor is
to suggest discussion prompts and points to highlight.
 Have learners work in groups of two. They are to take a health
history report on each other by completing the health history
form. Learners are to practice proper communication procedures
in collecting patient history medical information. Note: this
activity is also covered in Electronic Health Record practice
Lab.
 Give learners a medical scenario that needs to be documented.
Have them properly document the patient’s medical chart in
proper SOAP formatting. Note: this activity is also covered in
Electronic Health Record practice Lab.
 Have learners work on groups of two. Have one learner greet
the patient in the waiting room, take their vital signs, and take
them to the room. Once in the room, have them practice the
different positions used in physical examinations. This should
include proper draping procedures.
 Have learners work in groups of two or three. Have them
prepare the tray set-up for a routine physical examination. Then
have them practice the proper positioning and draping
procedures for the components. Have them practice handling the
supplies and instruments.
 For the clinical medical assisting lab procedures practices, the
instructor will demonstrate each procedure while explaining the
rationale of each steps of procedure. Learners will also use the
Competency Assessment checklist to confirm for practices.
Once the students feel comfortable to perform each procedure
correctly in front of the instructor, then the instructor will sign
off the clinical lab procedures checklist for the procedure being
performed correctly. Note: All of the checklist of the clinical
skills competency assessment must be completed before sending
students out for externship!

TOPICS + ACTIVITY
Page #
TOTAL
ACTIVITY
HOURS
MODULE 8: Assisting with medications (30 hours)
33 Principles of Pharmacology
Government Regulation 634 6
Drug Abuse 636
Drug Names 637
Approaches to Studying Pharmacology 637
Drug Interactions with the Body 644
Factors That Affect Drug Action 646
Classifications of Drug Actions 648
Herbal and Alternative Therapies 652
34 Pharmacology Math
Drug Labels 659 12 hours
Math Basics 659
Systems of Measurement 662
Calculating Drug Dosages for Administration 666
Pediatric Dosages 668
Reconstituting Powdered Injectable Medications 671
35 Administering Medications
Safety in Drug Administration 675 12 hours
Drug Forms and Administration 680
Principles of Intravenous Therapy 707
Module 8 Assisting with Medications.
Medical assistants must understand their role and responsibilities in the distribution and administration of
medications. Knowledge about drug regulations, the legal classifications of drugs including controlled
substances, and prescribing, administering, and dispensing of drugs is essential to ensure compliance with the
law. In this module, learners study basic pharmacology and review their role and responsibilities in light of
legal issues pertaining to drugs.
Under state laws, those administering medications are expected to be knowledgeable about the drugs they
administer and the effects they may or will have on the patient. Administering medications is one of the most
important and essential responsibilities that the medical assistant performs. Ambulatory care centers use what
is known as the unit dose type of medication preparation. It remains the responsibility of the medical assistant
to know and understand how to calculate dosages of medications and to safely administer them to patients.
Each state has enacted laws governing the practice of medicine, nursing, and pharmacy. These laws vary from
state to state; therefore, it is essential that medical assistants become familiar with the laws of the state in
which they are employed before administering any medications. This module will introduce learners to
methods of calculating medication dosages, proper administration procedures, and the legal aspects of
medication administration.

 Patient education on controlled substance.
 Classification of Drugs.
 Actions of Drugs Activity.
 Medication Label Activity.
 Metric System Activity.
 Calculating Adult Dosage Activity.
 Calculating Children’s Dosage Activity.
 Case Study in-class assignment. Some samples
(taken from Booth McGraw-Hill MA text book).
a. After administering an allergy injection
to a patient, you accidentally puncture
the palm of your left hand with the
needle. What should you do?
b. A six-month-old patient and his 3-year-
old brother are both receive IM
injections. Which administration sites
would you choose for each?
c. While administering an intramuscular
injection of ampicillin to a patient, you
note a slight trace of blood in the
syringe. What should you do?
 Critical Thinking. Some samples (taken from
Heller Delmar Cengage MA text book).
a. You are performing a flu vaccine on a
very frail senior adult. Upon insertion
of the needle suddenly comes to a stop
and you feel like you hit a brick wall.
i. What probably just occurred?
ii. How can you correct this?
iii. Should you tell the patient
what just happened?
iv. How could this have been
prevented?
b. You work in an urgent care center and
the physician instructs you to start IV
on a specified patient. You know that
the Medical Practice Act in the state
which you work requires a licensed
health care provider or registered
nurse to perform this procedure. All of
the rest of the medical assistant in the
facility starts IVs. One of the medical
assistants tells you that she will assist
you with your first IV.
i. How will you respond to the
physician?
c. The Physician asks you to administer a
hormone shot that is very viscid and
oily. After having trouble pulling the
plunger back when withdrawing
medications, you experienced a
difficulty pushing forward the
medications. Besides the patient
instructed you to inject the med on his
arm that you did and patient appears to
 Assign each group a controlled substance, selecting from all
five schedules. Have learners research the controlled substance
and how to educate patients on it. Have them role-play with each
other on educating the patient on the use, purpose, side effects,
and possible abuse of the controlled substance.
 Announce to class that there will be a quiz over classification of
drugs (see the list in the textbook). Have learners learn the
classification and actions. Have a quiz over the classifications.
Matching classification to actions.
 Give learners a name of a drug to research. Have them learn all
they can about the drug: the nature and origin of the drug, the
purpose of the drug, what schedule the drug falls under, the
action of the drug, and possible reactions to the drug.
 Learners are to bring in one form of medication they have in
their medicine cabinet or stop at the local pharmacy and ask if
they could save empty bottles for the school. They are to read
the label and explain the information found to the class.
 Make up several mathematical problems in which learners must
calculate using the metric system. Have them work in groups to
help reinforce each other.
 Have a variety of adult dosages on slips of paper. Students are
to select one scenario and calculate the dosage to be
administered to an adult.
 Have a variety of children’s dosages on slips of paper. Students
are to select one scenario and calculate the dosage to be
administered to a child.
 In small groups, role-play the scenario suggested in the case-
study questions from textbooks or real life story that is related to
medical administration. Each group will be given a different
critical thinking question. After doing a role play in their own
group, each group will perform the role play in front of the class
for rigorous discussions. Instructor is to suggest discussion
thinking questions from textbooks or real life story that is related
to medical administration. Each group will be given a different

be experiencing a great deal of pain.
i. What are some possible causes
for the difficulty in pulling
back the plunger?
ii. What should you have done
when the patient asked for the
injection in the arm?
iii. What would have been an
appropriate sized needle to use
for this injection based on the
new location of the injection
and the viscosity of the
medication?
iv. Why do you suppose that the
patient’s arm reddened and a
knot appeared in the area
where the injection was given?
 Clinical medication administration procedures
practices and performance in the lab.
 For the Clinical medication administration procedures practices
and performance in the lab, the instructor will demonstrate each
procedure while explaining the rationale of each steps of
procedure. Learners will also use the competency assessment
checklist to confirm for practices. Once the students feel
comfortable to perform each procedure correctly in front of the
instructor, then the instructor will sign off the clinical lab
procedures checklist for the procedure being performed
correctly. Note: All of the checklist of the competency
assessment must be completed before sending students out for
externship!
TOPICS + ACTIVITY
Page #
TOTAL
ACTIVITY
HOURS
MODULE 9: ASSISTING WITH MEDICAL SPECIALTY (24 + 48= 90 HOURS)
integrated with Anatomy, Physiology, and Pathophysiology
37 Assisting in Ophthalmology and Otolaryngology 746
Anatomy & Physiology 747 6 hours
Examination of the Eye and Ear 760
Examination of the Nose and Throat 770
38 Assisting in Dermatology 775
Diseases and Disorders 777
Dermatologic Procedures 788
39 Assisting in Gastroenterology 794
Diseases of the Gastrointestinal System 797
Diseases of the Liver and Gallbladder 805
The Medical Assistant’s Role in the Gastrointestinal Examination 808
40 Assisting in Urology and Male Reproduction 816
Anatomy and Physiology of the Urinary System 817 6 hours
Disorders of the Urinary System 818
Pediatric Urologic Disorders 824
Anatomy and Physiology of the Male Reproductive System 826
Disorders of the Male Reproductive Tract 827
The Medical Assistant’s Role in Urologic and Male Reproductive Examinations 834
41 Assisting in Obstetrics and Gynecology 838
Contraception 841
Gynecologic Diseases and Disorders 844
Pregnancy 856
Menopause 860
The Medical Assistant’s Role in Gynecologic and Obstetric Procedures 860

Diagnostic Testing 863
42 Assisting in Pediatrics 869
Normal Growth and Development 870 6 hours
Pediatric Diseases and Disorders 875
Immunizations 882
The Pediatric Patient 885
The Medical Assistant’s Role in Pediatric Procedures 888
Injury Prevention 895
The Adolescent Patient + Child Abuse 895
43 Assisting in Orthopedic Medicine 901
Anatomy and Physiology of the Musculoskeletal System 902 6 hours
Musculoskeletal Diseases and Disorders 907
The Medical Assistant’s Role in Assisting with Orthopedic Procedures 918
Specialized Diagnostic Procedures in Orthopedics 918
Radiology 919
Therapeutic Modalities 919
Ambulatory Devices 924
Assisting with Casting 927
44 Assisting in Neurology and Mental Health 934
Diseases and Disorders of the Central Nervous System 938
Diseases of the Peripheral Nervous System 947
Mental Health 948
The Medical Assistant’s Role in the Neurologic Examination 949
Diagnostic Testing 949
45 Assisting in Endocrinology 957
Anatomy and Physiology of the Endocrine System 958 6 hours
Diseases and Disorders of the Endocrine System 960
Follow-Up for Patients with Diabetes 970
46 Assisting in Pulmonary Medicine 974
The Respiratory System 975 6 hours
Ventilation 977
Respiratory System Defenses 978
Major Diseases of the Respiratory System 979
The Medical Assistant’s Role in Pulmonary Procedures 988
47 Assisting in Cardiology 995
Anatomy of the Heart 996 9 hours
Diseases and Disorders of the Heart 998
Blood Vessels 1004
Vascular Disorders 1004
Diagnostic Procedures and Treatments 1007
49 Principles of Electrocardiography 1030
The Electrical Conduction System of the Heart 1032
Performing Electrocardiography 1036
Interpreting EKG strip 1042
Related Cardiac Diagnostic Tests 1047
48 Assisting in Geriatrics 1013
Changes in Anatomy and Physiology 1014 3 hours
The Medical Assistant’s Role in Caring for the Older Patient 1026

Module 9 Assisting with Medical Specialty (integrated with Anatomy, Physiology, and
Pathophysiology)
The medical assistant will assist the physician with a multitude of clinical procedures that are an integral part
of each specialty examination. Each examination has its own unique techniques and instruments that the
medical assistant must be familiar with so they can properly assist the physician and provide proper care to
the patient. Medical assistants who are willing to constantly expand their clinical understanding will not only
fine-tune their professional skills, but will also derive greater satisfaction from their job performance. This
section will cover specialty and body system examinations and the appropriate clinical procedures in urology,
digestive, and the sensory, respiratory, musculoskeletal, neurologic, circulatory, blood and lymph, and
integumentary systems. Learners will define their role in assisting the physician in these examinations and
procedures. This section will also be initiated with a deep understanding on Anatomy and Physiology in
Health and Disease, so MA will assist Physicians better in managing patient’s diseases.
 Identify and apply the knowledge of all body
systems; their structure and functions; and their
common diseases, symptoms, and etiologies.
 Assist the physician with the regimen of
diagnostic and treatment modalities as they
relate to each body system.
 Describe the normal function and common
pathology related to of each body system.
 Analyze pathology as it relates to the interaction
of body systems.
 Discuss implications for disease and disability
when homeostasis is not maintained.
 Compare body structure and function of the
human body across the life span.
 Medical Specialty clinical procedures practices
and performance in the lab.
 Close Reading and in-class group presentation and discussions.
 Students will apply the knowledge of Anatomy, Physiology, and
Pathophysiology by doing web research to present a group
power point presentation on “Clinical Implication of Anatomy,
Physiology, and Pathophysiology in Patient’s Illness”. This
assignment will include outside the classroom hours and
students will be having 2 months to prepare (see below for the
detail instruction on this assignment to students).
 For the Medical specialty clinical procedures practices and
performance in the lab, the instructor will demonstrate each
externship!

WEB ACTIVITIES
Group Power Point Presentation
CLINICAL IMPLICATION OF A&P IN PATIENTS’ ILLNESS
BASIC INFO:
☺ The group will consist of three or four students per group.
☺ Each group will present approximately a 15-30 minutes presentation in MS Power Point.
☺ At least 10 pages and maximum 15 pages, including references, pictures, animation, and movie.
☺ At least four pictures or illustration presented.
☺ Maximum two video or animation presentation.
☺ Remember:
 KISS = Keep it straight and simple
 Keywords only; No sentence; Never read your slides, talk freely
 66 rule = No more than 6 words per bullet; 6 bullets per image
 10-20-30 rule= it should have ten slides, last no more than twenty minutes, and contain no font smaller
than thirty points.

☺ The topics for the presentations are any of the diseases taken from the human body system as mentioned
below:
- Urinary System, i.e.: UTI, Glomerulonephritis, etc
- Digestive System, i.e.: GERD, Hepatitis, etc.
- Reproductive System, i.e.: Pelvic Inflamatory Disease, BPH, etc
- Respiratory System, i.e.: Tuberculosis, Pneumonia, etc
- Musculoskeletal System, i.e.: rheumatoid Arthritis, Osteoporosis, etc
- Neurologic System, i.e.: Parkinson’s Disease, Epilepsy, etc
- Circulatory System, i.e.: CHF, Stroke, atc.
- Hematologic and Lymphatic System, i.e.: Pernicious Anemia, Sickle Cell Anemia, etc
- Integumentary System, i.e.: Malignant Melanoma, Burns, etc.
☺ Outline of the presentation content:
 Basic Structure (Anatomy) – with pictures, video and or animation.
 How does it do? (Basic Physiology).
 The functional changes associated with or resulting from disease or injury. (Pathophysiology).
 Body Defense Mechanism that produces signs and symptoms.
 What type Exams needed to diagnose the illness: from Physical Exam, Lab Test, radiology Test, and
other tests (if any).
 Medical Assistant role in assisting Physician with the patients with this disorder, disease, or injury.
☺ The presentation will represent 15% of the individual student total grade.
RESOURCES:
 It is absolutely necessary to cite all sources that were used to create your presentation (text, images,
etc.). THERE WILL BE NO CREDIT WITHOUT THIS EVIDENCE!
 Five current (past 10 years) sources are required. More than 5 are recommended.
 Class text (include page numbers)
 Scientific/medical Journal article approved by me – search PubMed or any professional journal (look at
the Honors A&P links page of the website for guidance) – I need a copy of this source to be passed in
before the 25th
as well
 Newspaper article or interview with a knowledgeable person (health care professional, person with the
disease or condition)
 “Reputable” internet web site - .gov, .edu, .org (NO .coms – unless it is approved (ask me )
 A scientifically accurate text (beside class text)
 NO WIKIPEDIA!
Useful weblinks:
 Understanding Human Anatomy & Physiology, 5/e, Sylvia S. Mader: http://highered.mcgraw-
hill.com/sites/0072464372/information_center_view0/
 Medicine PPT: http://www.medicineppt.com/template/medicine/0230.html
 Medical Power Point Presentations Templates: http://www.slideworld.org/slideshow.aspx/Fertility-
Enhancement-by-Acupuncture-Chinese-Medicine-ppt-2843104
 http://www.somalidoc.com/ppt.htm
HOW TO GET A MAXIMUM SCORE:

 A 15-20 minute presentation is expected. You will be graded on the criteria listed in the attached rubric. Your
classmates will be your audience that will also score you (other than your instructor), so make sure you strive
for clarity in your presentation
 Keep in mind that:
o 5 points will be deducted from your overall score for under 15 minutes presentation
o 5 points will be deducted if you exceed the 20 minutes presentation.
o 2 points will be deducted for each spelling mistake from your overall score.
 List of COMMON ERRORS for the presentation (from former students and me)
o Speaking too fast/slow or too loud/soft
o Not defining unfamiliar vocabulary – ex. Using “big words” (aka. Medical and biological terminology not
commonly used in class) without explaining, even in a quote
o Putting too much information on each slide
o Giving too little information during the presentation
o not being able to expand verbally on information on your power point
o Relying too heavily on note cards or reading from the screen during the presentation
o Not making a backup copy of your presentation
o Not practicing your presentation beforehand
o Not reviewing the information on your presentation (especially important if you go late in the year!)
o Using a slide background (pictures etc.) that makes it difficult to read or a slide background that is very
distracting
o Using too many slides or sound effects
o Not showing understanding of sources
o No captions under visuals
o No visuals or no citing visuals at all
o Using font that is too small
o Grammatical and spelling errors
 In addition to the rubric points, please read the following:
o 5 points will be deducted from your overall score for under 15 minutes presentation
o 5 points will be deducted if you exceed the 20 minutes presentation.
o 2 points will be deducted for each spelling mistake from your overall score.

Points  4 3 2 1
Content –
Depth/Accuracy
All content throughout the
presentation is accurate and
well explained by the
presenter. There are no
factual errors. Students
show a full understanding
of the topic.
Most of the content is
accurate but there is one
piece of information that
is not explained or
written accurately.
Students show a good
understanding of the
topic.
Most of the content is
accurate but there are
two pieces of
information that are not
explained or written
accurately. Students
show an adequate
understanding of the
topic.
Content contains more than
two factual errors. Does not
seem to be able to explain the
information adequately
reflecting poor understanding
of the topic
Content
Coverage
All required content is
addressed (1-5 on first page
of this handout)
Missing one content area
or insufficient
information for one area
Missing two content
areas or insufficient
information for two
areas
Missing more than two content
areas
or insufficient information in
more than two areas
Sequencing of
Information
Information is organized in
a clear, logical way. Each
slide has a title and flows
easily into the next topic
Most information is
organized in a clear,
logical way. One slide or
item of information
seems out of place or
lacks a title (Or has title
that is not descriptive)
Some information is
logically sequenced.
Two slides or items of
information seem out of
place or lack titles.
There is no clear plan for the
organization of information.
Slides are not well organized
with titles
Graphics/font All graphics (4 minimum)
are attractive (size and
colors) and support the
theme/content of the
presentation and have
captions (clip art like
pictures will not count
although they can be used)
A few graphics are not
attractive (poor
resolution or quality) but
all support the
presentation.
(or 3 visuals)
All graphics are
attractive but one does
not support the
presentation or more
than one has very poor
resolution. (or 1 or 2
visuals)
Several graphics are
unattractive AND detract from
the content of the presentation.
OR
No graphics are used
Volume Volume is loud enough to
be heard by all audience
members throughout the
presentation.
Volume is too soft to be
heard by all audience
members during parts of
the presentation.
Volume is too soft to be
heard by all audience
members about half the
time.
Volume too soft to be heard by
all audience members for
most/all of the presentation
Posture and
Eye Contact
Good posture, looks relaxed
and confident. Establishes
eye contact with everyone
in the room during the
presentation.
Establishes eye contact
with everyone in the
room but does not stand
straight up (leans on
desk, projector, etc. OR
does not look at one area
of the room but posture
is good (ex. Looking at
me or only to your right
while speaking
Minimal eye contact
(reading from note cards
or screen for about half
of the presentation)
and/or does not show
good posture when
presenting (i.e. leaning
on desk or projector,
etc.)
Slouches and/or reads off of
the screen during the
presentation with little or no
eye contact with the audience.

TOPICS + ACTIVITY
Page #
TOTAL
ACTIVITY
HOURS
Module 10: Assisting with Diagnostic Procedures (24 hours)
50 Assisting with Diagnostic Imaging 1054
Basic Principles of Radiography 1056 3 hours
Radiographic Positioning 1060
Diagnostic Imaging Modalities 1061
Basic Radiographic Procedure 1068
Scheduling and Sequencing Diagnostic Imaging Procedures 1070
Radiation Safety 1071
Personnel Safety 1074
The Role of the Medical Assistant 1077
51 Assisting in the Clinical Laboratory 1081
Role of the Clinical Laboratory in Patient Care 1082 3 hours
Divisions of the Clinical Laboratory 1085
Laboratory Safety 1085
Laboratory Hazards 1086
Specimen Collection, Processing, and Storage 1093
Proper Handling, Processing, and Storage 1095
Quality Assurance and Quality Control 1095
Laboratory Mathematics and Measurement 1096
Clinical Laboratory Equipment 1099
52 Assisting in the Analysis of Urine 1105
Physiology of Urine Formation 1106 6 hours
Collecting a Urine Specimen 1107
Routine Urinalysis 1112
Urine Toxicology 1134
Culturing the Urine 1137
Legal and Ethical Issues 1139
53 Assisting in Phlebotomy 1141
Venipuncture Equipment 1142 6 hours
Routine Venipuncture 1150
Problems Associated with Venipuncture 1151
Specimen Recollection 1160
Capillary Puncture 1161
Pediatric Phlebotomy 1164
Chain of Custody 1168
54 Assisting in the Analysis of Blood 1172
Hematology 1173 3 hours
Collection of Blood Specimens 1175
Hemoglobin 1178
Red Blood Cell Count 1180
White Blood Cell Count 1180
Red Cell Indices 1182
Differential Cell Count 1183

Erythrocyte Sedimentation Rate 1186
Coagulation Testing 1188
Immunohematology 1188
Clinical Chemistry 1192
Blood Glucose Testing 1192
Cholesterol Testing 1194
55 Assisting in Microbiology and Immunology 1203
Specimen Collection and Transport 1204 3 hours
Classification of Microorganisms 1207
The Microbiology Laboratory 1215
Identification of Pathogens in the Microbiology Laboratory 1217
Antimicrobial Susceptibility Testing 1224
Miscellaneous Microbiology Testing 1225
Module 10 Assisting with Diagnostic Procedures.
X-rays, though invisible to the human eye, are extremely powerful and can be a benefit or can be dangerous
and harmful. Contrast media are helpful in obtaining a radiographic image that a regular x-ray would not
pick up. With technological advances, other diagnostic imaging procedures give even more information on a
patient. These procedures include CT scans, MRIs, ultrasonography, and mammography. This part reviews
the process of x-rays, contrast media, and diagnostic imaging, pointing out safety precautions that must be
followed.
Laboratory tests are used to diagnose illness, assess patient’s health, and manage chronic diseases.
Laboratories can be found in physician’s offices, hospitals, and clinics, and as independent facilities. A
medical assistant’s duties and responsibilities will vary depending on their place of employment. Normal
duties include patient preparation, specimen collection, and testing of specimens. Laboratory safety is a
concern for all. An unsafe work environment and unsafe work practices can threaten the emotional and
physical health of the health care provider, as well as the patient. Through consistent use of standard
precautions and adherence to the CLIA (Clinical Laboratory Improvement Amendments) regulations and
OSHA law, health care providers can acquire the behavior and techniques needed to safeguard themselves
and their patients. This module will introduce learners to medical laboratories and the safety precautions
that must be adhered to in order to provide safe professional care.
 Get to know all type of Diagnostic Imaging
tests.
 Critical Thinking Assignments on Laboratory
Procedures. Some samples (taken from Heller
Delmar Cengage MA text book).
a. As a formally trained Medical
Assistant, you know that you are only
allowed to perform waived tests. One of
the lab technicians asks you if you
could read several microscopic urine
specimens. You have always liked the
detective work in the lab and the lab
tech has been training you informally to
read specimens during down times. You
feel really confident about your
abilities.
 Field Trip. Schedule to visit the hospital or facility, after
reviewing all diagnostic imagining, that has the different
imaging machines (CT, MRI, x-ray, ultrasound, PET scans,
bone densitometry, and/or mammography). Brainstorm with the
class for possible questions to ask the healthcare professionals.
For the next class meeting, have students write a one page paper
on what they have learned and why is it beneficial to have
diagnostic machines.
thinking questions from textbooks or real life story that is related
to laboratory procedures. Each group will be given a different
prompts and points to highlight

i. Should you read and report
the results?
ii. Why or Why not?
b. Which vacuum tube would you use to
draw a serum specimen:
i. lavender or red top?
ii. Why did you choose that tube?
iii. What differentiates the two
tubes?
c. You are preparing to perform a
venipuncture on a geriatric patient who
has fragile veins.
i. Which system would you use?
ii. A syringe or a vacuum tube
system?
iii. What makes one technique
more successful in this case?
 CLIA Waived Test Activity.
 Equipment Identification Activity.
 Mononucleosis Patient Education Role-Play.
 StudyWare Activity covering the important
concept in this module.
 Testing learner’s comprehension on this
module.
 Practicing and sharpening the clinical skills
covered in this module.
 Have learners collect a urine specimen from another learner.
They are to properly handle the specimen and perform a
physical examination, chemical examination, and microscopic
examination. They are to write a one-page report on the results
of these examinations.
 Learners are to work as one group. They are to research what
CLIA waived tests and testing kits are available for use in the
physician’s office laboratory.
 Give learners illustrations of basic laboratory equipment. They
are to identify the piece of equipment and determine what it is
used for.
 This is a quick activity, which should occur after the
Mononucleosis Brochure Activity Homework Assignment is
completed. They should role-play a medical assistant instructing
a patient in proper patient education regarding infectious
mononucleosis.
 Divide students into teams, and have them compete against each
other, using the Championship Game.
 Use the Test Bank on the Instructor Resources to create a test
covering the material in this module to test learners on their
comprehension of this module’s content.
 For all of the related clinical procedures practices and
performance in the lab, the instructor will demonstrate each
externship!
TOPICS + ACTIVITY
Page #
TOTAL
ACTIVITY
HOURS
Module 11: Assisting with Minor Surgeries (24 hours)
56 Surgical Supplies and Instruments 1233
Minor Surgery Room, Surgical Solutions and Medications 1234 12 hours
Surgical Instruments 1236
Classifications of Surgical Instruments 1237
Specialty Instruments 1242
Care and Handling of Instruments 1245
Drapes, Sutures, and Needles 1247
57 Surgical Asepsis and Assisting with Surgical Procedures 1250
Sterilization + 1251 12 hours
Surgical Procedures 1258
Assisting with Surgical Procedures 1259
Wound Care 1281

Medical Clinical Administrative Professional Detail Instructional Plan

Medical Clinical Administrative Professional Detail Instructional Plan

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