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Example Dissertation Proposal Defense Power Point Slide

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Dissertation Proposal Defense Example

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Example Dissertation Proposal Defense Power Point Slide

  1. 1. Oral Defense of Dissertation Proposal Vincent Bridges Doctoral Candidate Graduate School of Business and Management Argosy University - Online
  2. 2.  John Opinski, Ph.D, Committee Chair Graduate School of Business & Management  David Blake, Ph.D, Committee Member Graduate School of Business & Management  Dale Mancini, Ph.D, Department Chair Graduate School of Business & Management
  3. 3.  Problem Background  Purpose and Importance of the Study  Problem Statements  Themes and Concepts  Research Questions  Review of Literature  Assumptions & Limitations  Methodology and Study Design  Population and Sample  Data Collection and Analysis Process  Summary  References
  4. 4.  Increasing number of jobs and future projection. (U.S. Bureau of Labor Statistics, 2012)  Education and Preparedness Training of Medical Assistants  Changing role of the Medical Assistant  Shortage of Primary Care Physicians and Nurse Practitioners (Bodenheimer, Willard-Grace & Ghorob, 2014)  Medical Assistant Expanded Responsibilities (American Association of Medical Assistants, 2015)
  5. 5.  Ascertain the effectiveness of the medical assistant program outcomes for three Midwestern United States schools.  Ensuring Quality Patient Care through quality education and training.  Allow educational institutions to align educational delivery with stakeholder needs.  Continuous effort to ensure competent and confident graduates
  6. 6.  Medical assistant graduates are encountering job responsibilities that are traditionally not a part of their formal didactic education and training, due to the changing medical environment and the requirements of the medical assistants to perform expanded job duties to help ensure quality patient care.  Some medical assistant graduates are not considered strong enough candidates as those who have had additional skill set training as it relates to the expanded job duties and functions.
  7. 7.  Patient Centered Medical Home Teams vs Traditional Disease Management  Health Coaching vs Traditional Patient Motivation and Education  Panel Management vs Traditional Quality of Care and Patient Care Outcome Management  Medical Scribing vs Traditional Documentation Process and Patient Interaction
  8. 8.  How do the program outcome for the medical assisting program at three Midwestern United States schools meet the needs of its stakeholders?  What program decisions or changes can be made by educational leaders of three Midwestern United States schools, as a result of these study results, to enhance or better meet stakeholder needs that may be identified?
  9. 9.  The Role of the Medical Assistant  Traditional  Expanded Medical Assistants and Healthcare Quality  Diabetes Study – UNITE Health Center  Hypertension, Hyperlipidemia & Uncontrolled Type 2 Diabetes Study  Colon Rectal Cancer (CRC) Screening Study
  10. 10. Scope of Practice  Varies by State  Not addressed by some states  Delegation of Duties Delegation of Duties  Exclusions  Definition of the M.A’s Scope of Practice (McCarty, 2012)  As of 2012 , 11 states passed laws recognizing clinical scope of practice (McCarty, 2012)
  11. 11. Medical Assistants and Meaningful Use of Electronic Medical Records  Centers for Medicare and Medicaid Services Initiative  Electronic Health Records and Computerized Physician Order Entry
  12. 12.  Educational Institutions want to know about current and future changes in the Medical Assisting Profession.  Stakeholders are interested in assisting these organizations, with quality feedback, to help produce a better quality and work-ready graduate.  Participants of the study will answer all questions truthfully.  Sample is representative of the general population of organizations that hire medical assistants within their organization.  The qualitative analysis method was the best approach for this study.
  13. 13.  The study required the use of the non-probability sampling method.  The study only focuses on three institutions within the Midwestern United States, so the results are only applicable to those schools or others that fall within that specific geographical location.  Budget  Time Constraints  Survey Response Rate
  14. 14.  Study Methodology: Qualitative Study  Study Design: Descriptive Design  Data Collection Tool & Design Method: A two page survey with seventeen open and closed-ended questions.  Data Collection Method: Online - Preferred, Email, and Mail  Sampling Method: Purposive Sampling to identify appropriate professionals that have experience hiring medical assistants and understand their job responsibilities, and/or managing their day-to-day administrative and clinical responsibilities.
  15. 15.  The study participants must meet the following criteria to participate:  Work(ed) for a medical organization, physician practice, healthcare institution or urgent care; and,  Hire(d) Medical Assistants and understand their job duties and requirements; or, Manage(d) day-to-day clinical and administrative responsibilities of medical assistants (Present or Recent Past); and,  Reside in one of the Midwestern United States, including Oklahoma; and,  At least 18 years of age.  The study will seek 20-25 healthcare professionals that meet the study participation requirements to complete the online survey.
  16. 16. Informed Consent and Confidentiality Consent Documentation and Process Information and Participant Confidentiality and Security
  17. 17.  Organization Affiliation  EMR/EHR Usage/Type  EHR Modules (CPOE)  PCMH Team Models  Medical Scribing Practices  Administrative Functions  Clinical Function  Simulation Training  Laboratory Analysis Skills  Microbiology Proficiency  Survey Participants Demographics
  18. 18. Survey Instrument  Two Page – Seventeen Question Survey Form  Eleven (11) Open-Ended Questions  Six (6) Closed-Ended Questions  Approximately 20 min to 30 minutes to complete.  Will be accessible online; through email and mail.
  19. 19.  Coding Manual for Qualitative Researchers, 3rd Edition (2015), written by Johnny Saldana  Analysis is fluidized (continuous examination, comparing, contrasting and interpreting data and the various patterns or themes it may present) to identify common themes and/or patterns through an open coding process using memo- ing as a guide.  Axial Coding: Regrouping of data into main coding themes.  Selective Coding: Identify the central code in the study, the one to which all other codes are related – re-coding for meaning as the final stage of data analysis.
  20. 20. What will I research? This research is looking at how various medical assistant program outcomes at three Midwestern United States schools meet the needs of its stakeholders, those that hire medical assistants in their organization to meet patient care needs each and every day. It will be able to provide some quality feedback to educational institutions regarding their curriculum and may indicate the need for re-visitation or it may support their current educational direction for their program. Why research this topic With the expected increase in medical assistant positions over the next five years, as well as being the fastest growing profession of all professions (Bureau of Labor Statistics, 2012), it is important that those providing the education, as well as those receiving it keep up with the changes and needs of the medical community. It will also help the schools participating in this study to meet credentialing requirements from the various accrediting agencies in their effort of due diligence.
  21. 21. How will I perform my research? Conduct a survey designed research methodology to obtain feedback from healthcare professional and institutions regarding administrative and clinical job duties currently being assigned to medical assistants within their operation or organization. Using Qualitative Analysis theory and principals, data will be analyzed and presented in a final format which may produce various interventions that can be employed by the schools, within this study, to better meet the needs of stakeholders they serve.
  22. 22. American Association of Medical Assistants. (2015). What is a medical assistant. Retrieved 06 17, 215, from American Association of Medical Assistants: http://www.aama-ntl.org/medical-assisting/what-is-a-medical-assistant Bodenheimer, T., Willard-Grace, R., & Ghorob, A. (2014, 07). Expanding the roles of medical assistants: Who does what in primary care? Journal of the American Medical Association, 174(7), 1025-1026.doi:10.1001/jamaintemmed.2014.1319 McCarty, M. (2012). The lawful scope of practice of medical assistants: 2012 update. Retrieved from American MedTech: http://www.americanmedtech.org/portals/0/pdf/news/scopeofpracticearticle_june%2020 12.pdf
  23. 23. U.S. Bureau of Labor Statistics. (2012). Occupational outlook handbook: Medical assistants. Retrieved 06 17, 2015, from U.S. Bureau of Labor Statistics: http://www.bls.gov/ooh/healthcare/medical-assistants.htm
  24. 24. Questions?

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