instructions - maerb · web view2019-07-22 · the following charts provide the mandatory naming...

CONTINUING ACCREDITATION

SELF-STUDY REPORT (SSR)

MEDICAL ASSISTING EDUCATION REVIEW BOARD (MAERB)

InstructionsThe Self-Study Report (SSR) is designed to provide programs with a tool by which they can assess and record the quality of their program and its educational activities in relation to the CAAHEP’s Standards and Guidelines for the Accreditation of Educational Programs for Medical Assistants. The program is asked to evaluate itself, as outlined by the Standards and Guidelines, considering national standards, the sponsoring institution’s mission, the program’s goals and objectives, the design of the curriculum, and the results of the program’s annual outcomes. The Self-Study provides the context to those outcomes as well as demonstrates compliance to the Standards and Guidelines.

The MAERB office reviews the Self-Study Report (SSR) for completion and may contact the Program Director if there are missing elements. After that initial review, a MAERB member reviews the SSR and provides the Site Surveyors who will visit the program with some questions and ideas. The Site Surveyors then receive the SSR approximately two months prior to the visit. After that, the Team Coordinator will be in contact with the Program Director to plan the site visit and, perhaps, to ask the Program Director some specific questions about the SSR.

In order to easily navigate the Self Study Template in MS Word, you should display the navigation pane. To do so, click on the View tab and then check the Navigation Pane box.

You will then be able to click the various headings in order to go to a specific section. The navigation pane enables you to quickly review all of the sections. Continuing Accreditation Self-Study Report Template of 50August 2018

The SSR template is a MS word fillable form that needs to be completed. Also, there are a number of appendices that the program will need to submit in order to supplement the information in the SSR. Because the document is locked, spell check is not operative. It is recommended that narratives are created in a separate word document, so that you can copy and paste effectively.

In the following section, you will find a list of all the additional documents that need to be included in the Appendices. In addition, there is a mandatory naming convention that you will need to follow.

These materials will need to be submitted along with payment for the 1) Continuing Accreditation Application Fee and the 2) Comprehensive Review Fee. You will have received an invoice for these two fees at the time that your visit date was confirmed. If the fees are not received, the Self-Study will not be reviewed.

The Program Director is to submit the Initial Accreditation Self-Study Report (together will the required Appendices) on one USB drive and to send it to MAERB at the following address: 20 N. Wacker Drive, Suite 1575, Chicago, IL 60606. No paper versions of the Self-Study will be accepted. This Self Study Report Word document should not be converted to a PDF file but should be submitted as a Word document.

Self-Study AppendicesOutlined below are the different Appendices required to accompany the Self-Study; these appendices provide documentation for the CAAHEP Standards. The following charts provide the mandatory naming conventions in the column “File/Folder Name” for the different folders and files along with a detailed description of the specific appendices. At the end of this document, you will find a chart, in “Instructions and Schema for Organizing the Self-Study Submission,” that outlines precisely how to organize the Self-Study for submission.

Even if the specific appendix does not apply to your program, such as consortium agreement, multiple campus, Teaching Invasive and Protective Competencies Via Distance Education (TIPCDE) Workbook, and potential others appendices, you will need to insert a document with the correct name. Inside the document, just indicate “Not Applicable.”

Standard I AppendicesI.APP Standard I Folder for Appendices

Type File/Folder Name Description from Self-StudyFile IA.InstAcc Appendix I-A Copy of most recent institutional accreditation letter or

certificate from the sponsoring educational institution recognized by the U.S. Department of Education indicating the accrediting agency and the dates of accreditation. It is required, as part of Standard I, that the program be sponsored by an institution that is institutionally accredited. If it is a multiple campus program, all approved sites need to be listed in the document or a supplement to the document.

File IB.NarrHis Appendix I-B The program history (medical assisting program length,

Continuing Accreditation Self-Study Report Template of 50August 2018

credit hours and practicum hours) in order to provide the context for the current program. In addition, include at least one paragraph that details the program’s ability to meet the outcome thresholds. Consider the following points:

• Changes made in the resources to help improve performance on the outcomes

• Changes made in the curriculum to help improve performance on the outcomes

• Changes made in community outreach to help improve performance on the outcomes

File IC.OrgCh Appendix I-C Organizational Chart(s) displaying the school’s management structure from executive officers to administrative staff with specific attention paid to the medical assisting program’s personnel within the institutional structure.

File ID.ConsAgr Appendix I-D Consortium agreement, including governance and lines of authority and responsibilities of each member of the consortium (if applicable)

Consortium Sponsor - A consortium sponsor is an entity consisting of two or more members that exists for the purpose of operating an educational program. In such instances, at least one of the members of the consortium must meet the requirements of a sponsoring educational institution, as described in Standard I.A.

File IE.TIPCDEwrkbk Appendix I-E Teaching Invasive or Protective Competencies via Distance Education (TIPCDE) workbook. Please note that this only needs to be completed if any of the psychomotor and/or affective competencies in either “Foundations of Clinical Practices” or “Safety and Emergency Practices” of the MAERB Core Curriculum are taught through distance education.

Standard II AppendicesII.APP Standard II Folder for Appendices

Type File/Folder Name Description from Self-StudyFile IIA.MissSt Appendix II-A Copy of the sponsor’s mission statementFile IIB.PrgGoals Appendix II-B Written Statement of Program Goals

As is outlined in the Standard, every program needs to develop goals in order to best evaluate the specific needs for program planning, implementation, and evaluation. Every program responds to this requirement differently. The goal can be the “minimum expectation” that is outlined in Standard II.A.

File IIC.ChgsExp Appendix II-C Description of how the needs and expectations have changed and how the program has responded to the changes


This narrative should outline how the needs and expectations of the communities of interest have changed, and the manner in which the program has responded to those changes. As a general rule, programs rely upon the Advisory Committee meeting minutes, surveys of students and employers, and other assessment documentation. These documents provide the background for how the program learns about the needs and expectations of the communities of interest in order to guide the changes.

Folder IID.AdvMtg Appendix II-D Advisory Committee Minutes for past 3 years

The Advisory Committee meeting minutes serve several different purposes: a record of an annual meeting; a demonstration that the advisory committee plays a role in helping the Program Director formulate and revise program goals related to the learning domains; a monitor of the needs and expectations that the program has and fulfills; and an indicator of the program’s responsiveness to change.

Files (3) YY.MMAdv

File IIE.MinExp Appendix II-E Document where the minimum expectations goal is published

It is required that the minimum expectations goal in Standard II.C be a part of the program documentation. It can be stated in the Academic Catalog, the Student Handbook, the Advisory Meeting Agenda, or the Strategic Plan. The location can vary, but it does need to be documented.

Standard III AppendicesIII.APP Standard III Folder for Appendices

Type File/Folder Name Description from Self-StudyFolder IIIA.ProgDirWkbk Appendix III-A Program Director Workbook

File PDWkbk Program Director Workbook

File JobDes Program Director Job Description


File Resume Resume

File Transcript Transcripts

File EdThTech Educational Theory and Techniques documentation

File Certificate Copy of certificate documenting achievement and currency in one of the five NCCA-accredited credentials: CMA (AAMA), RMA (AMT), NCMA (NCCT), CCMA (NHA), CMAC (AMCA)

Folder IIIB.FacWkbks Appendix III-B Faculty Workbooks for all faculty teaching courses unique to the medical assisting program

Folders (# of Faculty)

LastName.First Initial

One folder for each MA faculty that contains the workbook and supplementary materials that should be named as outlined below.

File FacWkbk Faculty Workbook

File JobDes Job Description

File Resume Resume

File Transcript Transcripts (This material is necessary if the faculty is documenting their qualifications through education.)

File ContEd Continuing Education Certificates (This material is necessary if the faculty is documenting their


qualifications through continuing education.)

File EdThPract Educational Theory and Techniques documentation

Folder IIIC.PracCrdWkbks Appendix III-C Practicum Coordinator Workbooks

Folders (# of Practicum Coordinators)

LastName.First Initial

One folder for each Practicum Coordinator that contains the workbook and supplementary materials that should be named as outlined below.

File PCWkbk Practicum Coordinator Workbook

File JobDes Practicum Coordinator Job Description

File Resume Resume

File IIID.GrPolCog Appendix III-D Grading policy, including grading scale and pass score for cognitive domain objectives

List the specific grading scale (such as A = 93-100% or A = 550-600 points) and specifically indicate what constitutes a passing grade. In addition, it is important to list the grading value, such as, for example, the tests are worth 40% of the grade and so on.

File IIIE.GrPolPsAf Appendix III-E Grading policy documenting inclusion of the requirement for successful completion of all psychomotor and affective domains competencies

List the specific grading policy that applies to the courses for psychomotor and affective domains objectives and how the competencies are being conducted. Include the documentation that informs students that they must successfully achieve every psychomotor and affective domain in the specific course in order to pass the course.

Folder IIIF.Syllabi Appendix III-F Syllabi for courses in which the MAERB Core Curriculum objectives are taught and assessed. You do not need to include General Education courses if they do not include objectives


or competencies from the MAERB Core Curriculum.

Files (# of Syllabi)

Ten Character Description of the Courses (individual documents)

Examples:MA190AdminMA201MdTrmMA211Clin1MA212Clin2

Folder IIIG.PracPol Appendix III-G Description of how practicums are established and students evaluated throughout their practicum experience, as appropriate (provide Policy).

Provide the policies and requirements for students to complete the Practicum requirement, such as the following:

• Review of course syllabi• Weekly on-campus meeting schedule and/or practicum site

schedule for students• Attendance policy• Uniforms• Professionalism (Appearance, Attitude, Behavior)• Weekly journals • Weekly evaluation of the student by the Practicum site• Final Practicum Evaluation by Practicum Coordinator

Files (# of Policies)

Ten Character Description of the Policies (individual documents; not all these documents may apply as these policies might be consolidated in the syllabus)

Examples:SyllPracSchedPSAttPolUnifPolProfWklyJourWklyEvalFinEvalPP

Syllabus for PracticumSchedule for PracticumAttendance PolicyUniform PolicyProfessional BehaviorWeekly JournalWeekly EvaluationFinal Evaluation

File IIIH.InvEq Appendix III-H Inventory of equipment for the Medical Assisting Program.


File IIII.InvSup Appendix III-I Inventory of supplies for the Medical Assisting Program.

File IIIJ.InvComp Appendix III-J Inventory of computer resources available to the Medical Assisting program.

File IIIK.InvInst Appendix III-K Inventory of the instructional reference materials (e.g., books, periodicals, databases) available to the Medical Assisting Program.

Folder IIIL.ResAss Appendix III-L The Resource Assessments for the two years prior to the Resource Assessment included in the Self-Study.

Files YY.MMResAss

Standard IV AppendicesIV.APP Standard IV Folder for Appendices

Type File/Folder Name Description from Self-StudyFile IVA.PrEvalofSt Appendix IV-A Instrument/tool used for Practicum Evaluation of

Students

Provide a copy of the tool that you give to the Practicum Supervisor to evaluate the practicum students. MAERB provides an optional useful template for programs, which can be found at the MAERB website www.maerb.org under Documents and labeled “Practicum Evaluation of Student.” It is a resource that can be adapted or changed.

File IVB.PrEvalbySt Appendix IV-B Instrument/tool used for Practicum Evaluation by Students

Provide a copy of the instrument/tool that you provide to the students in order for them to evaluate the Practicum site. MAERB provides an optional useful template for programs, which can be found at the MAERB website www.maerb.org under Documents and labeled “Student Evaluation of the Practicum Site.” It is a resource that can be adapted or changed.

File IVC.GradSur Appendix IV-C Instrument/tool used for data collection to determine graduate satisfaction

MAERB provides a mandatory template for programs to use, which can be found at the MAERB website www.maerb.org under Documents and labeled “Graduate Survey.” You may add additional questions to this form, but none of the required questions may be deleted.

File IVD.EmplSur Appendix IV-D Instrument/tool used for data collection to determine employer satisfaction.


http://www.maerb.org/



MAERB provides a mandatory template for programs, which can be found at the MAERB website www.maerb.org under Documents and labeled “Employer Survey.” You can add additional questions to this form, but none of the required questions can be deleted.

File IVE.AdmCoh Appendix IV-E Admission Cohort explanation—how does the program, either through a trigger course or a formal admission process, define its admission cohort.

Outlines how the program determines the correct date for an admission cohort. According to policy that method can be one of the following:

• The program’s “Trigger Course,” based on MAERB policy 205 • Institutional Policy: Formal Entrance into the program

This information validates for the surveyors the retention figures in the ARF by providing an explanation.

MAERB provides a useful template for programs, which can be found at the MAERB website www.maerb.org under Documents and labeled “Outcome Assessment Tracking Tool.”

File IVF.JobPl Appendix IV-F Resources for job placement of graduates from the medical assisting program

Each institution has different resources available for students to guide them in their job hunt. This section allows the program to discuss, if applicable, what resources are available to students and what steps the program takes, if any, to help place students.

Options for Responses• Defines positive placement, taken directly from Standard

IV.B.1• Discusses the different types of jobs available in the locality

and where students are typically placed• Discusses the relationship of the practicum to the job

placement• Discusses what resources (job placement center, career

services, program director network, online job search service) are available to the students

• Indicates if any job readiness skills (writing resumes, cover letters, interview practices) are part of the curriculum

• Indicates if the medical assisting department actively participates in the placement of graduates, or if they just share information

• Explains what types of follow-up the program does to keep in contact with the graduates

• Provide PDFs of handouts, brochures, and other materials to




guide students in their job search

Standard V AppendicesV.APP Standard V Folder for Appendices

Type File/Folder Name Description from Self-StudyFolder VA.Pubs Appendix V-A Copy of announcements, catalogs, publications,

handbooks, and advertising pertaining to the Medical Assisting program

A few sample documents are listed below, but it depends upon the program.

File StCat Student Catalog

File StHand Student Handbook

File CrseCat Course Catalog

File TechStds Technical Standards, if used

NOTE: “Technical Standards” can include such details as “students must be able to lift 20 pounds, climb on step stools, and so on.” Many programs do not have specific technical standards and simply use the institutional admission standards

File VB.ProgAcc Appendix V-B Document in which the program’s CAAHEP accreditation status is listed, based upon MAERB Policy 110.

File VC.FacGrvPol Appendix V-C Copy of the Faculty grievance policy/procedureFile VD.StGrvPol Appendix V-D Copy of the Student grievance policy/procedureFile VE.AffAgr Appendix V-E Sample copy of the affiliation agreement or

memorandum of understanding used for practicum sitesFolder VF.ActAffAgr Appendix V-F Copies of all the affiliation agreements or

memorandum of understanding with the current active practicum sites

Files Abbreviated Name of Practicum site (10 characters)

File VG.AdmPol Appendix V-G Admissions policy

Include the program’s policy regarding admission into the medical assisting program, including pre-requisites, if any. It may be that the medical assisting program uses the institutional policy; if so, that


policy should be included. File VH.AdvPl Appendix V-H Advanced placement policy(ies), via transfer of credit,

experiential learning, or other method

The program’s policies regarding transfer of credits and credit for experiential learning need to be included. If your program does not accept advanced placement, transfer credit, or credit for experiential learning, there needs to be a policy/statement that explains that to the students.

File VI.AssAdvPl Appendix V-I Tool(s) used to document consistency in awarding advanced placement.

Provide the type or example of prior-learning assessment for awarding advanced placement to students.

File VJ.SftyPol Policies and procedures assuring adequate safety of patients, students, and faculty.

General InformationTitle of Medical Assisting Program Click here to enter text.Address of Institutional Webpage for Program, if applicable

Click here to enter text.

Award granted Choose an item.Sponsoring Institution Click here to enter text.Mailing Address 1 Click here to enter text.Mailing Address 2 Click here to enter text.City, State, Zip Click here to enter text.Institution Phone Number (include hyphens)


Website Click here to enter text.

Name and Contact information for person with the central responsibility for the preparation and submission of the report. MAERB recognizes that the Self-Study is a collaborative activity.

Name and Credentials Click here to enter text.Title Click here to enter text.Mailing Address Click here to enter text.City, State, Zip Click here to enter text.Phone Number (include hyphens) Click here to enter text.Email Click here to enter text.

Multiple Campus ProgramImportant note: If the sponsoring organization has two CAAHEP-accredited medical assisting programs, two Self-Study reports will need to be submitted to the MAERB office for the scheduled site visit. If the


sponsoring organization has a multiple campus program, there is only one combined Self-Study submitted.

Yes NoHas the program already received MAERB’s approval to be a multiple campus?

☐ ☐

With the submission of this Self Study Report, is the program applying for MAERB-approved multiple campus status for the first time or adding an additional campus to its current multiple campus status?

☐ ☐

If you answered “yes” to either of the questions above, please fill out the contact information for all of the campuses at which 100% of the Medical Assisting program is taught, excluding the main campus since you have already included that information above.

If you answered “yes” to the second question, your Multiple Campus application and supporting documentation must be submitted to MAERB at the same time as submission of your Self Study.

Additional Campus #1 (at which 100% of the Medical Assisting curriculum/program is taught)

Sponsoring Institution Click here to enter text.Mailing Address 1 Click here to enter text.Mailing Address 2 Click here to enter text.City, State, Zip Click here to enter text.Institution Phone Number (include hyphens)



Additional Campus #2 (If applicable)

Sponsoring Institution Click here to enter text.Mailing Address 1 Click here to enter text.Mailing Address 2 Click here to enter text.City, State, Zip Click here to enter text.Institution Phone Number (include hyphens)



Additional Campus #3 (If applicable)

Sponsoring Institution Click here to enter text.Mailing Address 1 Click here to enter text.Mailing Address 2 Click here to enter text.City, State, Zip Click here to enter text.


Institution Phone Number (include hyphens)



Contact InformationChief Executive Officer (to whom all major correspondence will be directed)

Name and Credentials Click here to enter text.Title Click here to enter text.Mailing Address Click here to enter text.City, State, Zip Click here to enter text.Phone Number (include hyphens)


Email Click here to enter text.

Dean or comparable administrator (to whom the Medical Assisting Program Director directly reports)




Program Director




Practicum Coordinator 1

Name and Credentials Click here to enter text.Title Click here to enter text.Mailing Address Click here to enter text.City, State, Zip Click here to enter text.


Phone Number (include hyphens)



Practicum Coordinator 2 (if applicable)




Practicum Coordinator 3 (if applicable)




If there are more than three Practicum Coordinators, please list the names below and be sure to include their Practicum Coordinator Workbook in Appendix III-C, along with all the other Practicum Coordinator Workbooks:

Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.

Standard ISponsoring Educational Institution

What agency accredits the post-secondary institution that sponsors the organization?


Date of the most recent comprehensive institutional accreditation action.



Date of the next comprehensive institutional review.


Consortium SponsorIs the program sponsored by a consortium? Click here to enter text.

If applicable, provide the consortium name and address:

Consortium Name Click here to enter text.Mailing Address Click here to enter text.City, State, Zip Click here to enter text.Phone Number Click here to enter text.

Program DesignLength of program in months Click here to enter text.Total credit or clock hours Click here to enter text.Type of academic terms (semester, quarters, blocks)


Number of cohorts admitted per year Click here to enter text.Total current enrollment Click here to enter text.

Program Modality (Please note that programs that are 100% online have a separate Self-Study template)

Is any portion of the program offered via distance education?


If so, what percentage of the program is offered through distance education?


Are any of the psychomotor and/or affective competencies in either “Foundations of Clinical Practices” or “Safety and Emergency Practices” of the MAERB Core Curriculum taught through distance education?


If the answer is yes about assessing the psychomotor and/or affective competencies in either “Foundations of Clinical Practices” or “Safety and Emergency Practices,” please complete Appendix I-E.

Standard IIProgram Goals and OutcomesAs is outlined in the Standard, every program needs to develop written goals in order to best evaluate the specific needs for program planning, implementation, and evaluation. Every program responds to Continuing Accreditation Self-Study Report Template of 50August 2018

this requirement differently. The goal can be the “minimum expectation” that is outlined in Standard II.A, but programs often add specifics to that minimum goal.

Briefly comment on how the program goals are compatible with the mission of the sponsor and the expectations of the communities of interest.


Appropriateness of Goals and Learning DomainsDescribe the need and expectations of each of your communities of interest. What outcomes (retention, job placement, employer survey participation, employer satisfaction, graduate survey participation, graduate satisfaction, exam participation, exam passage) are the most important for that specific community of interest? You will need to identify the top two outcomes that are the most important to each community of interest.

Communities of Interest Briefly describe the needs and expectations of each of your communities of interest.

Identify the top two outcomes that are most important to each community of interest.

Students Click here to enter text. Click here to enter text.Graduates Click here to enter text. Click here to enter text.Faculty Click here to enter text. Click here to enter text.Sponsor Administration Click here to enter text. Click here to enter text.Employers Click here to enter text. Click here to enter text.Physicians Click here to enter text. Click here to enter text.Public Click here to enter text. Click here to enter text.Others: Click here to enter text. Click here to enter text. Click here to enter text.Others: Click here to enter text. Click here to enter text. Click here to enter text.Others: Click here to enter text. Click here to enter text. Click here to enter text.

Advisory Committee Representative Name Agency/OrganizationCurrent Student Click here to enter text. Click here to enter text.Graduate Click here to enter text. Click here to enter text.Faculty Click here to enter text. Click here to enter text.Sponsor Administration Click here to enter text. Click here to enter text.Employers Click here to enter text. Click here to enter text.MD, DO, NP, or PA Click here to enter text. Click here to enter text.Public (an individual who has never been employed in a healthcare environment and is not employed at an institution of higher learning with CAAHEP accredited programs)

Click here to enter text. Click here to enter text.

Others: Click here to enter text. Click here to enter text. Click here to enter text.Others: Click here to enter text. Click here to enter text. Click here to enter text.


Others: Click here to enter text. Click here to enter text. Click here to enter text.

Briefly describe the background and work history of the Public Member to ensure that the qualifications comply with MAERB Policy 230:


List the dates on which the Advisory Committee has met over the past three years:

Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.

Minimum ExpectationsWhere is the minimum expectation goal (Standard II.C) published? (Advisory Committee Minutes, College Catalog, Student Handbook, and so on?) How are the program’s goals communicated to its communities of interest?


How are the program’s goals communicated to its communities of interest?


Does the program have any additional educational goals (beyond entry level and the MAERB Core Curriculum) for the students? Some examples include phlebotomy certificates, advanced coding, and so on. Explain those specific goals. Then explain how the students achieve the minimum expectations, as it is required that the student achieve the entry level goals. Also, describe the methods by which the additional goals were developed.

If this does not apply to the program, indicate “Not Applicable.”


Standard IIIBudget: Sufficiency of Program ResourcesWhat month does the program’s fiscal year begin?



List, combining if necessary, the actual medical assisting program budget from all funding sources in order to fill out the applicable amounts. If any of the items are in a shared budget with other departments, estimate the medical assisting portion based on a percentage of usage.

Description Expenditures of previous fiscal year

Current Fiscal Year budget

Projected budget for next fiscal year, if available

Fiscal Year Click here to enter text.



Full-time faculty salaries Click here to enter text.



Part-time faculty salaries Click here to enter text.



Other salaries Click here to enter text.



Clerical Support Click here to enter text.



Support Staff Click here to enter text.



Equipment Click here to enter text.



Supplies Click here to enter text.



Computer Resources Click here to enter text.



Instructional Reference Materials Click here to enter text.



Faculty Continuing Education Click here to enter text.



Staff Continuing Education Click here to enter text.



Other Click here to enter text.









Totals Click here to enter text.



PersonnelBriefly comment on what the Program Director does in regards to program effectiveness, including outcomes, organization, administration, continuous review, and planning and development.



Briefly comment on the processes by which the Practicum Coordinator selects and approves appropriate practicum, provides orientation of the practicum experience, provides oversight of the practicum experience and ensures appropriate and sufficient evaluation of student achievement in the practicum experience. Detail precisely how the Practicum Coordinator oversees the students placed at the practicum site.


Please fill out the following demographic information about the personnel within the Medical Assisting Department. If the Program Director or the Practicum Coordinator also serve as program faculty, include them in this chart.

Number of full-time faculty Click here to enter text.Number of part-time faculty Click here to enter text.Number of full-time clerical and/or support staff Click here to enter text.Number of part-time clerical and/or support staff Click here to enter text.

Curriculum Describe how the program is designed in order to ensure that there is an appropriate sequence of classroom, laboratory, and clinical activities. In other words, how does the program ensure that students have been taught and assessed on the specific cognitive objectives prior to being taught the psychomotor and affective competencies that are linked to those cognitive objectives? And how does the program ensure that all the applicable cognitive objectives, and psychomotor and affective competencies are achieved prior to the start of any practicum?


How many hours of practicum are required in the program? Click here to enter text.In what written documentation (Program Handbook, practicum syllabi, and so on) are the students informed that the practicum hours are unpaid?



In what written documentation (agreement, orientation materials and so on) are the practicum site supervisors informed that the practicum hours are unpaid?


Describe what type of services that the medical assisting student has access to in the following areas. Please include any other support services that are applicable.

Academic Advising Click here to enter text.Personal Counseling Click here to enter text.Academic Tutoring Click here to enter text.Financial Aid Click here to enter text.Computer Resources Click here to enter text.Library Click here to enter text.On-line Academic Resources Click here to enter text.Health Services Click here to enter text.Career Counseling Click here to enter text.Other Support Service Click here to enter text.Other Support Service Click here to enter text.Other Support Service Click here to enter text.Other Support Service Click here to enter text.


Standard IVStudent EvaluationHow does the program inform the students of the academic progress that they are making in the program and how does the student access that information?


OutcomesFor the reference of the surveyors, you will be providing information for how you track the outcomes for your program.

Where is the raw data maintained in order to ensure continuity? (Medical Assisting Office, Dean’s Office, Program Director’s office, and so on)


Outcomes Comment on how the program tracks and/or collects the raw data for the outcome.

Retention (60% Threshold) Click here to enter text.Job Placement (60% Threshold)


Graduate Survey Participation (30% Threshold)


Graduate Satisfaction (80% Threshold)


Employer Survey Participation (30% Threshold)


Employer Satisfaction (80% Threshold)


Exam Participation (30% Threshold)


Exam Passage (60% Threshold)


Briefly comment on any trends and patterns that you have noted in the past three years for these outcomes. Please comment on all outcome thresholds, even if the program is meeting the thresholds.



Describe the method that the program uses to encourage graduates or students to take a credentialing exam.


For programmatic summative measures, what type of tracking mechanism or process (such as master competency checklist, detailed gradebook, electronic portfolio and so on) does the program use to ensure that all graduates have achieved all of the MAERB Core Curriculum psychomotor and affective competencies?


Standard VPublications and Disclosure

Where is it published (catalog, student handbook, brochure, webpage, other misc.)?

Page numbers or specific website address

Institutional Accreditation status, including name, address, and phone number of the accrediting agency


Program Accreditation Status, including name, address, website address and phone number of the accrediting agency


Academic Calendar Click here to enter text. Click here to enter text.Admissions policies and practices


Technical Standards, if used by the program


Policy on Advanced Placement Click here to enter text. Click here to enter text.Policy on Transfer of Credits Click here to enter text. Click here to enter text.Policy on Experiential Learning Click here to enter text. Click here to enter text.Criteria for graduation Click here to enter text. Click here to enter text.Policies and processes by which students may perform clinical work while enrolled in the



programPracticum policies (supervision, non-remuneration)


Number of credits required for completion of the program


Tuition/fees and other costs required to complete the program


Policies and processes for student withdrawal from program


Policies and processes for refunds


Student grievance policy Click here to enter text. Click here to enter text.

According to Standard V.A.4, you are required to make available to the public the results of one or more of the outcomes assessments. MAERB Policy requires that you publish the five-year weighted average of at least one of your outcomes.

What outcome did you choose to publish and why? Please base your response on the needs and expectations of your communities of interest?

Where is it published?


Lawful and Non-discriminatory PracticesHow does the sponsoring institution ensure that all activities, such as student and faculty recruitment, student admission, and faculty employment practices, are non-discriminatory and in accordance with federal and state statutes, rules, and regulations.


Where is the faculty grievance procedure published? And how is it made available to faculty?


SafeguardsHow are faculty, students, and any participants who are acting in a patient role provided information about the health and safety policies of the medical assisting program? Continuing Accreditation Self-Study Report Template of 50August 2018


Student RecordsWhere are student records for admission, advisement, counseling and evaluation maintained?


AgreementsDoes the affiliation agreement/memorandum of understanding for the practicum do the following?

Describe the relationship, roles, and responsibilities of the sponsor and that entity

Choose an item.

Include a statement that the students must be supervised

Choose an item.

Include a statement that the students must not receive compensation for services as part of the practicum

Choose an item.

If you responded “no” to any of these questions, please explain. If not, just state “Not Applicable.”



Additional Forms for Standard IIIResource Assessment

Program Resource

What program Outcomes are affected by that resource and how? (for example, retention or job placement or so on)

Tools used to assess the resource (for example, surveys, evaluations, interviews)

Dates of Measurement

Results Action Plan (designed for maintenance or improvement)

Action Plan Follow-Up/Status

Program Director

Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.

Practicum Coordinator


Faculty Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Advisory Committee


Clerical Staff Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Support Staff (Registrar, Admissions, Financial Aid, and so on)


Finances Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Offices Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Classrooms Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Laboratories Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Ancillary Student



Facilities (library, food services, student health services, learning center)Practicum Affiliations


Equipment Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Supplies Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Computer Resources


Instructional Reference Material


Faculty/Staff Continuing Education


Other Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Other Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Other Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Other Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Other Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.

Curriculum Course ListIt is not necessary to list the general education courses. The only courses that should be listed are the ones that contain the MAERB Core Curriculum.

Course Course Title # of Lecture # of Lab # of credits Cognitive Psychomotor/Affective Term Taken Prerequisite, if


Number Hours hours (if applicable) objectives taught (yes/no)

Competencies taught (yes/no)

any

Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here. Enter here.

Curriculum Map Cognitive Objectives

Course Number (eg, MED 101, MED 107)

Assessment Tool List what type of assessment tool is used to measure the achievement of this objective. Be detailed (multiple choice, essay, presentation, fill-in the blank, report, and so on)

Crosswalk (if applicable) If the program creates its own course learning objectives and does not use the number and precise language of the cognitive objective on the syllabus, include the course learning objective listed on syllabus that covers the specific objective.

I.C Anatomy & Physiology

I.C.1. Describe structural organization of the human body Enter here. Enter here. Enter here.I.C.2. Identify body systems Enter here. Enter here. Enter here.


I.C.3. Describe: a. body planes; b. directional terms; c. quadrants; d. body cavities

Enter here. Enter here. Enter here.

I.C.4. List major organs in each body system Enter here. Enter here. Enter here.I.C.5. Identify the anatomical location of major organs in each body system


I.C.6. Compare structure and function of the human body across the life span


I.C.7. Describe the normal function of each body system Enter here. Enter here. Enter here.I.C.8. Identify common pathology related to each body system including: a. signs; b. symptoms; c. etiology


I.C.9. Analyze pathology for each body system including: a. diagnostic measures; b. treatment modalities


I.C.10. Identify CLIA waived tests associated with common diseases


I.C.11. Identify the classifications of medications including: a. indications for use; b. desired effects; c. side effects; d. adverse reactions


I.C.12. Identify quality assurance practices in healthcare Enter here. Enter here. Enter here.I.C.13. List principles and steps of professional/provider CPR


I.C.14. Describe basic principles of first aid as they pertain to the ambulatory healthcare setting


II.C Applied MathematicsII.C.1. Demonstrate knowledge of basic math computations


II.C.2. Apply mathematical computations to solve equations


II.C.3. Define basic units of measurement in: a. the metric system; b. the household system


II.C.4. Convert among measurement systems Enter here. Enter here. Enter here.


II.C.5. Identify abbreviations and symbols used in calculating medication dosages


II.C.6. Analyze healthcare results as reported in: a. graphs; b. tables


III.C Infection ControlIII.C.1. List major types of infectious agents Enter here. Enter here. Enter here.III.C.2. Describe the infection cycle including: a. the infectious agent; b. reservoir; c. susceptible host; d.

means of transmission; e. portals of entry; f. portals of exit


III.C.3. Define the following as practiced within an ambulatory care setting: a. medical asepsis; b. surgical asepsis


III.C.4. Identify methods of controlling the growth of microorganisms


III.C.5. Define the principles of standard precautions Enter here. Enter here. Enter here.III.C.6. Define personal protective equipment (PPE) for: a. all body fluids, secretions and excretions; b. blood; c. non-intact skin; d. mucous membranes


III.C.7. Identify Center for Disease Control (CDC) regulations that impact healthcare practices


IV.C NutritionIV.C.1. Describe dietary nutrients including: a.

carbohydrates; b. fat; c. protein; d. minerals; e.

electrolytes; f. vitamins; g. fiber; h. water


IV.C.2. Define the function of dietary supplements Enter here. Enter here. Enter here.IV.C.3. Identify the special dietary needs for: a. weight control; b. diabetes; c. cardiovascular disease; d.

hypertension; e. cancer; f. lactose sensitivity; g. gluten-free; h. food allergies



V.C Concepts of Effective CommunicationV.C.1. Identify styles and types of verbal communication Enter here. Enter here. Enter here.V.C.2. Identify types of nonverbal communication Enter here. Enter here. Enter here.V.C.3. Recognize barriers to communication Enter here. Enter here. Enter here.V.C.4. Identify techniques for overcoming communication barriers


V.C.5. Recognize the elements of oral communication using a sender-receiver process


V.C.6. Define coaching a patient as it relates to: a. health maintenance; b. disease prevention; c. compliance with treatment plan; d. community resources; e. adaptations relevant to individual patient needs


V.C.7. Recognize elements of fundamental writing skills Enter here. Enter here. Enter here.V.C.8. Discuss applications of electronic technology in professional communication


V.C.9. Identify medical terms labeling the word parts Enter here. Enter here. Enter here.V.C.10. Define medical terms and abbreviations related to all body systems


V.C.11. Define the principles of self-boundaries Enter here. Enter here. Enter here.V.C.12. Define patient navigator Enter here. Enter here. Enter here.V.C.13. Describe the role of the medical assistant as a patient navigator


V.C.14. Relate the following behaviors to professional communication: a. assertive; b. aggressive; c. passive


V.C.15. Differentiate between adaptive and non-adaptive coping mechanisms


V.C.16. Differentiate between subjective and objective information


V.C.17. Discuss the theories of: a. Maslow; b. Erikson; c. Kubler-Ross



V.C.18. Discuss examples of diversity: a. cultural; b. social; c. ethnic


VI.C Administrative FunctionsVI.C.1. Identify different types of appointment scheduling methods


VI.C.2. Identify advantages and disadvantages of the following appointment systems: a. manual; b. electronic


VI.C.3. Identify critical information required for scheduling patient procedures


VI.C.4. Define types of information contained in the patient’s medical record


VI.C.5. Identify methods of organizing the patient’s medical record based on: a. problem-oriented medical record (POMR); b. source-oriented medical record (SOMR)


VI.C.6. Identify equipment and supplies needed for medical records in order to: a. Create; b. Maintain; c. Store


VI.C.7. Describe filing indexing rules Enter here. Enter here. Enter here.VI.C.8. Differentiate between electronic medical records (EMR) and a practice management system


VI.C.9. Explain the purpose of routine maintenance of administrative and clinical equipment


VI.C.10. List steps involved in completing an inventory Enter here. Enter here. Enter here.

VI.C.11. Explain the importance of data back-up Enter here. Enter here. Enter here.VI.C.12. Explain meaningful use as it applies to EMR Enter here. Enter here. Enter here.

VII.C Basic Practice FinancesVII.C.1. Define the following bookkeeping terms: a. charges; b. payments; c. accounts receivable; d. accounts payable; e. adjustments



VII.C.2. Describe banking procedures as related to the ambulatory care setting


VII.C.3. Identify precautions for accepting the following types of payments: a. cash; b. check; c. credit card; d. debit card


VII.C.4. Describe types of adjustments made to patient accounts including: a. non-sufficient funds (NSF) check; b. collection agency transaction; c. credit balance; d. third party


VII.C.5. Identify types of information contained in the patient's billing record


VII.C.6. Explain patient financial obligations for services rendered


VIII.C Third Party ReimbursementVIII.C.1. Identify: a. types of third party plans; b. information required to file a third party claim; c. the steps for filing a third party claim


VIII.C.2. Outline managed care requirements for patient referral


VIII.C.3. Describe processes for: a. verification of eligibility for services; b. precertification; c. preauthorization


VIII.C.4. Define a patient-centered medical home (PCMH) Enter here. Enter here. Enter here.VIII.C.5. Differentiate between fraud and abuse Enter here. Enter here. Enter here.

IX.C Procedural and Diagnostic CodingIX.C.1. Describe how to use the most current procedural coding system


IX.C.2. Describe how to use the most current diagnostic coding classification system



IX.C.3. Describe how to use the most current HCPCS level II coding system


IX.C.4. Discuss the effects of: a. upcoding; b. downcoding Enter here. Enter here. Enter here.IX.C.5. Define medical necessity as it applies to procedural and diagnostic coding


X.C Legal ImplicationsX.C.1. Differentiate between scope of practice and standards of care for medical assistants


X.C.2. Compare and contrast provider and medical assistant roles in terms of standard of care


X.C.3. Describe components of the Health Insurance Portability & Accountability Act (HIPAA)


X.C.4. Summarize the Patient Bill of Rights Enter here. Enter here. Enter here.X.C.5. Discuss licensure and certification as they apply to healthcare providers


X.C.6. Compare criminal and civil law as they apply to the practicing medical assistant


X.C.7. Define: a. negligence; b. malpractice; c. statute of limitations; d. Good Samaritan Act(s); e. Uniform Anatomical Gift Act; f. living will/advanced directives; g. medical durable power of attorney; h. Patient Self Determination Act (PSDA); i. risk management


X.C.8. Describe the following types of insurance: a. liability; b. professional (malpractice); c. personal injury


X.C.9. List and discuss legal and illegal applicant interview questions


X.C.10. Identify: a. Health Information Technology for Economic and Clinical Health (HITECH) Act; b. Genetic Information Nondiscrimination Act of 2008 (GINA); c. Americans with Disabilities Act Amendments



X.C.11. Describe the process in compliance reporting: a. unsafe activities’ b. errors in patient care; c. conflicts of interest; d. incident reports


X.C.12. Describe compliance with public health statutes: a. communicable diseases; b. abuse, neglect, and exploitation; c. wounds of violence


X.C.13. Define the following medical legal terms: a. informed consent; b. implied consent; c. expressed consent; d. patient incompetence; e. emancipated minor; f. mature minor; g. subpoena duces tecum; h. respondent superior; i. res ipsa loquitor; j. locum tenens; k. defendant-plaintiff; l. deposition; m. arbitration-mediation; n. Good Samaritan laws


XI.C Ethical ConsiderationsXI.C.1. Define: a. ethics; b. morals Enter here. Enter here. Enter here.XI.C.2. Differentiate between personal and professional ethics


XI.C.3. Identify the effect of personal morals on professional performance


XII.C Protective PracticesXII.C.1. Identify: a. safety signs; b. symbols; c. labels Enter here. Enter here. Enter here.XII.C.2. Identify safety techniques that can be used in responding to accidental exposure to: a. blood; b. other body fluids; c. needle sticks; d. chemicals


XII.C.3. Discuss fire safety issues in an ambulatory healthcare environment


XII.C.4. Describe fundamental principles for evacuation of a healthcare setting



XII.C.5. Describe the purpose of Safety Data Sheets (SDS) in a healthcare setting


XII.C.6. Discuss protocols for disposal of biological chemical materials


XII.C.7. Identify principles of: a. body mechanics; b. ergonomics


XII.C.8. Identify critical elements of an emergency plan for response to a natural disaster or other emergency


Psychomotor Competencies


Assessment Tool List what type of assessment tool is used to measure the achievement of this competency. Be detailed (Check-off sheet, roleplaying with rubric, work product)

Crosswalk (if applicable) If the program creates its own course learning objectives and does not use the number and precise language of the psychomotor competency on the syllabus, include the course learning objective listed on syllabus that covers the specific competency.

I.P Anatomy & Physiology

I.P.1. Measure and record: a. blood pressure; b.

temperature; c. pulse; d. respirations; e. height; f. weight; g. length (infant); h. head circumference (infant); i. pulse oximetry


I.P.2. Perform: a. electrocardiography; b. venipuncture; c. capillary puncture; d. pulmonary function testing


I.P.3. Perform patient screening using established protocols


I.P.4. Verify the rules of medication administration: a. right patient; b. right medication; c. right dose; d. right route; e. right time; f. right documentation


I.P.5. Select proper sites for administering parenteral medication


I.P.6. Administer oral medications Enter here. Enter here. Enter here.Continuing Accreditation Self-Study Report Template of 50August 2018

I.P.7. Administer parenteral (excluding IV) medications Enter here. Enter here. Enter here.I.P.8. Instruct and prepare a patient for a procedure or a treatment


I.P.9. Assist provider with a patient exam Enter here. Enter here. Enter here.I.P.10. Perform a quality control measure Enter here. Enter here. Enter here.I.P.11. Obtain specimens and perform: a. CLIA waived hematology test; b. CLIA waived chemistry test; c. CLIA waived urinalysis; d. CLIA waived immunology test; e. CLIA waived microbiology test


I.P.12. Produce up-to-date documentation of provider/professional level CPR


I.P.13. Perform first aid procedures for: a. bleeding; b.

diabetic coma or insulin shock; c. fractures; d. seizures; e.

shock; f. syncope


II.P Applied Mathematics II.P.1. Calculate proper dosages of medication for administration


II.P.2. Differentiate between normal and abnormal test results


II.P.3. Maintain lab test results using flow sheets Enter here. Enter here. Enter here.

II.P.4. Document on a growth chart Enter here. Enter here. Enter here.

III.P Infection Control III.P.1. Participate in bloodborne pathogen training Enter here. Enter here. Enter here.III.P.2. Select appropriate barrier/personal protective equipment (PPE)


III.P.3. Perform handwashing Enter here. Enter here. Enter here.III.P.4. Prepare items for autoclaving Enter here. Enter here. Enter here.III.P.5. Perform sterilization procedures Enter here. Enter here. Enter here.III.P.6. Prepare a sterile field Enter here. Enter here. Enter here.


III.P.7. Perform within a sterile field Enter here. Enter here. Enter here.III.P.8. Perform wound care Enter here. Enter here. Enter here.III.P.9. Perform dressing change Enter here. Enter here. Enter here.III.P.10. Demonstrate proper disposal of biohazardous material: a. sharps; b. regulated wastes


IV.P Nutrition IV.P.1. Instruct a patient according to patient’s special dietary needs


V.P Concepts of Effective Communication V.P.1. Use feedback techniques to obtain patient information including: a. reflection; b. restatement; c. clarification


V.P.2. Respond to nonverbal communication Enter here. Enter here. Enter here.V.P.3. Use medical terminology correctly and pronounced accurately to communicate information to providers and patients


V.P.4. Coach patients regarding: a. office policies; b. health maintenance; c. disease prevention; d. treatment plan


V.P.5. Coach patients appropriately considering: a. cultural diversity; b. developmental life stage; c. communication barriers


V.P.6. Demonstrate professional telephone techniques Enter here. Enter here. Enter here.V.P.7. Document telephone messages accurately Enter here. Enter here. Enter here.V.P.8. Compose professional correspondence utilizing electronic technology


V.P.9. Develop a current list of community resources related to patients’ healthcare needs


V.P.10. Facilitate referrals to community resources in the role of a patient navigator



V.P.11. Report relevant information concisely and accurately


VI.P Administrative FunctionsVI.P.1. Manage appointment schedule using established priorities


VI.P.2. Schedule a patient procedure Enter here. Enter here. Enter here.VI.P.3. Create a patient’s medical record Enter here. Enter here. Enter here.VI.P.4. Organize a patient’s medical record Enter here. Enter here. Enter here.VI.P.5. File patient medical records Enter here. Enter here. Enter here.VI.P.6. Utilize an EMR Enter here. Enter here. Enter here.VI.P.7. Input patient data utilizing a practice management system


VI.P.8. Perform routine maintenance of administrative or clinical equipment


VI.P.9. Perform an inventory with documentation Enter here. Enter here. Enter here. VII.P Basic Practice FinancesVII.P.1. Perform accounts receivable procedures to patient accounts including posting: a. charges; b. payments; c. adjustments


VII.P.2. Prepare a bank deposit Enter here. Enter here. Enter here.VII.P.3. Obtain accurate patient billing information Enter here. Enter here. Enter here.VII.P.4. Inform a patient of financial obligations for services rendered


VIII.P Third Party ReimbursementVIII.P.1. Interpret information on an insurance card Enter here. Enter here. Enter here.VIII.P.2. Verify eligibility for services including documentation



VIII.P.3. Obtain precertification or preauthorization including documentation


VIII.P.4. Complete an insurance claim form Enter here. Enter here. Enter here. IX.P Procedural and Diagnostic Coding IX.P.1. Perform procedural coding Enter here. Enter here. Enter here.IX.P.2. Perform diagnostic coding Enter here. Enter here. Enter here.IX.P.3. Utilize medical necessity guidelines Enter here. Enter here. Enter here. X.P Legal ImplicationsX.P.1. Locate a state’s legal scope of practice for medical assistants


X.P.2. Apply HIPAA rules in regard to: a. privacy; b. release of information


X.P.3. Document patient care accurately in the medical record


X.P.4. Apply the Patient’s Bill of Rights as it relates to: a. choice of treatment; b. consent for treatment; c. refusal of treatment


X.P.5. Perform compliance reporting based on public health statutes


X.P.6. Report an illegal activity in the healthcare setting following proper protocol


X.P.7. Complete an incident report related to an error in patient care


XI.P Ethical ConsiderationsXI.P.1. Develop a plan for separation of personal and professional ethics


XI.P.2. Demonstrate appropriate response(s) to ethical issues



XII.P Protective PracticesXII.P.1. Comply with: a. safety signs; b. symbols; c. labels Enter here. Enter here. Enter here.XII.P.2. Demonstrate proper use of: a. eyewash equipment; b. fire extinguishers; c. sharps disposal containers


XII.P.3. Use proper body mechanics Enter here. Enter here. Enter here.XII.P.4. Participate in a mock exposure event with documentation of specific steps


XII.P.5. Evaluate the work environment to identify unsafe working conditions



Affective Competencies


Assessment Tool List what type of assessment tool is used to measure the achievement of this competency. Be detailed (Check-off sheet, roleplaying with rubric, work product)

Crosswalk (if applicable) If the program creates its own course learning objectives and does not use the number and precise language of the affective competency on the syllabus, include the course learning objective listed on syllabus that covers the specific competency.

I.A Anatomy & Physiology I.A.1. Incorporate critical thinking skills when performing patient assessment


I.A.2. Incorporate critical thinking skills when performing patient care


I.A.3. Show awareness of a patient’s concerns related to the procedure being performed


II.A Applied MathematicsII.A.1. Reassure a patient of the accuracy of the test results Enter here. Enter here. Enter here. III.A Infection ControlIII.A.1. Recognize the implications for failure to comply with Center for Disease Control (CDC) regulations in healthcare settings


IV.A NutritionIV.A.1. Show awareness of patient’s concerns regarding a dietary change


V.A Concept of Effective Communication V.A.1. Demonstrate: a. empathy; b. active listening; c. Enter here. Enter here. Enter here.


nonverbal communicationV.A.2. Demonstrate the principles of self-boundaries Enter here. Enter here. Enter here.V.A.3. Demonstrate respect for individual diversity including: a. gender; b. race; c. religion; d. age; e.

economic status; f. appearance


V.A.4. Explain to a patient the rationale for performance of a procedure


VI.A Administrative Functions

VI.A.1. Display sensitivity when managing appointments Enter here. Enter here. Enter here.

VII.A Basic Practice FinancesVII.A.1. Demonstrate professionalism when discussing patient's billing record


VII.A.2. Display sensitivity when requesting payment for services rendered


VIII.A Third Party ReimbursementVIII.A.1. Interact professionally with third party representatives


VIII.A.2. Display tactful behavior when communicating with medical providers regarding third party requirements


VIII.A.3. Show sensitivity when communicating with patients regarding third party requirements


IX.A Procedural and Diagnostic Coding IX.A.1. Utilize tactful communication skills with medical providers to ensure accurate code selection


X.A Legal ImplicationsX.A.1. Demonstrate sensitivity to patient rights Enter here. Enter here. Enter here.


X.A.2. Protect the integrity of the medical record Enter here. Enter here. Enter here.

XI.A Ethical ConsiderationsXI.A.1. Recognize the impact personal ethics and morals have on the delivery of healthcare


XII.A Protective PracticesXII.A.1. Recognize the physical and emotional effects on persons involved in an emergency situation


XII.A.2. Demonstrate self-awareness in responding to an emergency situation



Instructions and Schema for Organizing the Self-Study Submission

In the section above, you received detailed information about the Appendices that accompany the Self-Study that you submit. In this section, there is an extended discussion about how to organize the Appendices, using the naming convention that is outlined in the earlier section for your submission of the Self-Study. Here are some general rules of practice for organizing the Self-Study submission.

Even if the specific appendix does not apply to your program, such as consortium agreement, multiple campus, Teaching Invasive and Protective Competencies Via Distance Education (TIPCDE) Workbook, and potential others appendices, you will need to insert a document with the correct name. Inside the document, just indicate “Not Applicable.”

There may be times in which you need to submit a folder rather just a file, due to the nature of the program’s documentation. If that is the case, follow the general practice and logic that is implicit in the naming convention.

You may only use PDF files, Excel Files, or Word files for the Appendices. The examples below are in Word just for the sake of convenience.


Then the folders that contain the Appendices should follow this pattern:


Example of documents for a Faculty Workbook folder:

Examples of Documents for a Practicum Coordinator Workbook Folder:
