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Office Administration- Medical Program Standard

The approved program standard for four-semester Office Administration - Medical Programs approved bythe Ministry of Training, Colleges and Universities (MCU Code 52308) for delivery by Ontario Colleges of Applied Arts and Technology

Ministry of Training, Colleges and UniversitiesDecember 2000

Permission to Reproduce

Permission is hereby granted to the following institutions to reproduce this document,in whole or in part, in print or by electronic means, for the following specific purposes,subject to the conditions that follow:

1. By a college of applied arts and technology, Ontario, for the purposes ofimplementation of the program standard within a college program, including for thepurpose of informing students, potential students, program advisory committees, orothers about programs of study.

2. By an educational institution or school, for the purpose of informing prospectivecollege students about programs of study at Ontario colleges of applied arts andtechnology.

Conditions:1. Every reproduction must be marked “©2001, Ontario Ministry of Training,

Colleges and Universities” at the beginning of the document or any part of it that isreproduced.

2. No other uses may be made of the document.3. The document may not be reproduced for sale.4. The Ministry may revoke the permission to reproduce at any time.For permission to copy this document, in whole or in part, for other purposes or byother institutions, please contact

Ministry of Training, Colleges and UniversitiesColleges Branch, Program Quality Unit9th floor, Mowat Block900 Bay StreetToronto, OntarioM7A 1L2Telephone: (416) 325-1934Fax: (416) 325-2245E-mail: [email protected]

Inquiries regarding specific Office Administration - Medical programs offered bycolleges of applied arts and technology in Ontario should be directed to the relevantcollege.

This version replaces the program standard released in January 1996. Inquiriesregarding this program standard should be directed to the address noted above.

This publication is also available on the Ministry’s World Wide Web site athttp://www.edu.gov.on.ca

© 2001, Ontario Ministry of Training, Colleges and Universities

ISBN 0-7794-2143-4

Acknowledgments

The Ministry of Training, Colleges and Universities acknowledges with thanks thesignificant contribution of the many individuals and organizations who participated inthe review of this program standard. In particular, the Ministry of Training, Collegesand Universities would like to acknowledge the important roles of

C Members of the Office Administration Standards Review Focus Group: AliceDewolf, Consultant; Margaret Dombeck, Centennial College; Beth Freuer,Fanshawe College; Joan Macarthy, Algonquin College; Glenna Mason,Sunnybrook Health Sciences Centre; Marcia O’Hearn, President, Ontario DivisionIAAP; Sylvia Taus, Canadore College.

C The many individuals and organizations who participated in consultations with theproject; the Project Officer who led the review of the vocational standard: TimKlassen, George Brown College.

C All those involved in the work of the CSAC Generic Skills Council and thedevelopment of the generic skills standard.

C All those involved in the work of the CSAC General Education Council and thedevelopment of the general education standard.

Table of Contents

I. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Development of System-Wide Program Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Program Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

The Expression of Program Standards as Learning Outcomes . . . . . . . . . . . . . . . . . . . 2

The Presentation of the Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

The Accreditation of Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

The Development of a Program Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Updating the Program Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

II. Vocational Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Preamble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Synopsis of the Vocational Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

The Vocational Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

III. Generic Skills Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Synopsis of the Generic Skills Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . 17

The Generic Skills Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

IV. General Education Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

The General Education Requirement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Goals and Broad Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

I. IntroductionThis document is the Program Standard for Office Administration - MedicalPrograms delivered by Ontario colleges of applied arts and technology. Theprogram standard applies to all programs approved by the Ministry of Training,Colleges and Universities under MCU code 52308. This version replaces theone released in 1996.

Development of System-Wide Program StandardsIn 1993, the Government of Ontario initiated program standards development with theobjectives of bringing a greater degree of consistency to college programming offeredacross the province, broadening the focus of college programs to ensure graduates havethe skills to be flexible and to continue to learn and adapt, and providing publicaccountability for the quality and relevance of college programs.The Colleges Branch of the Ministry of Training, Colleges and Universities has responsibility for the development and approval of system-wide standards for programsat colleges of applied arts and technology of Ontario.

Program Standards

Program standards apply to all similar programs offered by colleges across theprovince. Each program standard for a postsecondary program includes the followingelements:C Vocational standard (the vocationally specific learning outcomes which apply to

the program in question), C Generic skills standard (the generic skills learning outcomes which apply to

programs of similar length), andC General education standard (the requirement for general education courses that

applies to postsecondary programs).Collectively, these elements outline the essential skills and knowledge that a student must reliably demonstrate in order to graduate from the program.Individual colleges of applied arts and technology offering the program determine thespecific program structure, delivery methods, and other curriculum matters to be usedin assisting students to achieve the outcomes articulated in the standard. Individualcolleges also determine whether additional local learning outcomes will be required toreflect specific local needs and/or interests.

2 I Introduction

The Expression of Program Standards as Learning OutcomesThe vocational and generic skills components of program standards are expressed interms of learning outcomes.Learning outcomes represent culminating demonstrations of learning and achievement.They are not simply a listing of discrete skills, nor broad statements of knowledge andcomprehension. In addition, learning outcomes are interrelated and cannot be viewedin isolation of one another. As such, they should be viewed as a comprehensive whole. They describe performances that demonstrate that significant integrated learning bygraduates of the program has been achieved and verified. Expressing standards as learning outcomes ensures consistency in the outcomes forprogram graduates, while leaving to the discretion of individual colleges curriculummatters such as the specific program structure and delivery methods.

The Presentation of the Learning Outcomes

The learning outcome statement sets out the culminating demonstration of learningand achievement that the student must reliably demonstrate before graduation.The elements of the performance for each outcome define and clarify the level andquality of performance necessary to meet the requirements of the learning outcome. However, it is the performance of the learning outcome itself on which students areevaluated. The elements are indicators of the means by which the student may proceedto satisfactory performance of the learning outcome. The elements do not stand alonebut rather in reference to the learning outcome of which they form a part.In some cases, in order to ensure clarity, an explanation of the outcome is alsoprovided.

The Accreditation of Programs The Ministry of Training, Colleges and Universities will establish a process to accreditcollege programs, with the objective of determining whether program graduates haveachieved the learning outcomes and general education requirement established in aprogram standard.

The Development of a Program Standard In establishing the standards development initiative, the Government determined thatall postsecondary programs should include vocational skills coupled with a broader setof essential skills. This combination is considered critical to ensuring that collegegraduates have the skills required to be successful both upon graduation from thecollege program and throughout their working and personal lives.

3I Introduction

A program standard is developed through a broad consultation process involving arange of stakeholders with a direct interest in the program area, including employers,professional associations, universities, secondary schools, and program graduatesworking in the field, in addition to students, faculty, and administrators at the collegesthemselves. It represents a consensus of participating stakeholders on the essentiallearning that all program graduates should have achieved.

Updating the Program StandardThe Ministry of Training, Colleges and Universities will undertake regular reviews ofthe vocational learning outcomes for this program, as well as a review of the genericskills learning outcomes and the general education requirement, to ensure that theOffice Administration - Medical Program Standard remains appropriate and relevant tothe needs of students and employers across the Province of Ontario. To confirm thatthis document is the most up-to-date release, contact the Ministry of Training, Collegesand Universities at the address or telephone number noted on the inside cover page.

4 II Vocational Standard

II. Vocational StandardAll graduates of Office Administration - Medical Programs must have achievedthe ten vocational learning outcomes listed in the following pages, in addition toachieving the generic skills learning outcomes and meeting the generaleducation requirement.

Preamble The colleges of applied arts and technology in Ontario offer a variety of postsecondaryprograms in Office Administration. Concurrent with vocational standard developmentfor Office Administration - Medical, vocational standards have been written for

• Office Administration - General • Office Administration - Executive • Office Administration - Legal

A program standard document is available for each of these programs.

The Office Administration - General program provides a broad foundation foremployment in a wide variety of settings. Graduates receive a certificate. OfficeAdministration - General studies may also form the foundation for enhanced andspecialized learning leading to an Office Administration - Executive, Legal, or MedicalDiploma.

The workplace role of the office administration graduate is to support the managementof an organization by carrying out three key and interdependent functions: organizingwork, workspaces, and workplace environments; processing information; andcommunicating. Although these same functions are carried out by all graduates,performance by diploma graduates is at a more advanced and complex level. The broadterm "medical environment" has been used throughout these vocational learningoutcomes to reflect the wide spectrum of employment settings in which these functionsmay be performed by Office Administration - Medical graduates.

While there are some common themes in the learning outcomes for OfficeAdministration - Executive, Legal and Medical graduates, there is also markeddifferentiation. In particular, the learning outcomes presented here for OfficeAdministration - Medical programs focus on areas of specialized performance bygraduates of this program.

5II Vocational Standard

Synopsis of the Vocational Learning OutcomesOffice Administration - Medical Programs

The graduate has reliably demonstrated the ability to

1. apply scheduling, task coordination, and organizational skills tofacilitate the completion of tasks and to meet deadlines in themedical environment.

2. establish and maintain data management systems to organizeelectronic and paper records for the medical environment.

3. coordinate the organizing, processing, and responding toelectronic and paper communications to facilitate the flow ofinformation in the medical environment.

4. produce accurate financial and billing records for the medicalenvironment within a specified time frame by compiling informationand using appropriate software.

5. produce accurate medical correspondence and reports by aspecified deadline using available computer technology as well asby applying recording, editing, and language skills.

6. use effective interpersonal skills in the workplace to assist thecompletion of individual and team tasks and to promote theimage of the organization.

7. troubleshoot and show initiative in the creation and production ofaccurate, organized medical documents within a specified timeframe.

8. provide technical support and training related to computersoftware to others in the medical environment as required.

9. use the Internet and its tools in a medical environment to enhancecommunication and business opportunities.

10. demonstrate administrative skills to enhance the effectiveoperation of the workplace.

Note: The learning outcomes have been numbered as a point of reference; numbering does not implyprioritization, sequencing, nor weighting of significance.


The Vocational Learning Outcomes1. The graduate has reliably demonstrated the ability to

apply scheduling, task coordination, and organizational skillsto facilitate the completion of tasks and to meet deadlines inthe medical environment.

Elements of the PerformanceC Prioritize tasksC Design and implement a work plan C Cooperatively plan team tasks and responsibilities C Negotiate and meet deadlines C Use electronic and manual calendar and reminder systems C Coordinate arrangements for appointments and meetings effectively and

efficientlyC Organize a workspace according to a full understanding of the roles and

responsibilities assignedC Use critical thinking techniques to develop decision-making skillsC Make decisions appropriate to the workplace and positionC Apply knowledge of ergonomics to health, safety, and productivity concerns C Organize appropriate facilities, equipment, services, and supplies to support

meetings and related activities


2. The graduate has reliably demonstrated the ability toestablish and maintain data management systems to organizeelectronic and paper records for the medical environment.

Elements of the PerformanceC Identify the structure, components, equipment, and supplies required for

electronic and paper filing systems in the medical environment • Use procedures for opening and retaining paper and electronic files• Select and use appropriate storage and retrieval methods for electronic and

paper records• Handle records in a manner which complies with statutes and regulations

governing privacy of information and retention of records in the medicalenvironment

• Apply database concepts to the organization of computerized records for themedical environment

• Establish a system for organizing electronic and paper records in the medicalenvironment

• Maintain organized, current electronic and paper records for the medicalenvironment


3. The graduate has reliably demonstrated the ability tocoordinate the organizing, processing, and responding toelectronic and paper communications to facilitate the flow ofinformation in the medical environment.

Elements of the Performance• Listen effectively • Follow oral and written instructions• Make notes to record communications• Apply knowledge of telephone, electronic mail, and voice-mail systems to a

variety of communication situations in the medical environment • Use appropriate language and style for telephone and electronic conversations

in a variety of situations in the medical environment • Use correct medical terminology• Analyze written communications received through electronic and paper

communication systems to determine appropriate action • Complete a variety of forms to record communications and support the flow of

information in the medical environment • Draft replies to routine correspondence • Compose clear and concise messages • Determine appropriate electronic and paper distribution methods for a variety of

internal and external communications • Prepare internal and external communications for distribution


4. The graduate has reliably demonstrated the ability toproduce accurate financial and billing records for the medicalenvironment within a specified time frame by compilinginformation and using appropriate software.

Elements of the Performance• Apply fee and diagnostic billing codes• Use correct medical terminology • Handle transactions involving patient payment for services• Establish a system for collecting a variety of billing information • Make calculations • Verify the accuracy of calculations • Access application software through a computer operating system• Apply database concepts and knowledge of the health system to produce

computerized billing records which comply with provincial guidelines • Record information related to Workers' Compensation Board and insurance

billings • Apply proofreading skills• Prepare final-form financial documents for the medical environment• Meet deadlines


5. The graduate has reliably demonstrated the ability toproduce accurate medical correspondence and reports by aspecific deadline using available computer technology as wellas by applying recording, editing, and language skills.

Elements of the Performance• Make notes of instructions and other detailed information• Use correct medical terminology • Use reference materials• Access application software through a computer operating system• Apply information processing, editing, and transcription skills • Proofread using a variety of techniques, including computer software• Interpret and use medical abbreviations • Use correct grammar, spelling, and punctuation• Apply fundamental knowledge of anatomy, physiology, and pharmacology• Draft routine correspondence for the medical environment• Organize a workspace• Apply knowledge of ergonomics to maximize document production efficiency• Convert draft information from electronic and paper sources into final-form

correspondence and reports • Meet deadlines• Use database management software effectively• Use integrated software for advanced document production


6. The graduate has reliably demonstrated the ability to use effective interpersonal skills in the medical environmentto assist the completion of individual and team tasks, toensure effective client service, and to promote the image ofthe organization.

Elements of the Performance• Use appropriate verbal and nonverbal communications for a variety of

situations in the medical environment • Apply ethical principles to workplace situations• Propose appropriate methods for handling confidential information in the

medical environment • Ensure the application of the principles of client service in the workplace • Recognize the impact of personal image on the image of an organization• Suggest effective methods of displaying sensitivity to the needs of co-workers

and patients and their families • Resolve a variety of issues involving interactions with health professionals, co-

workers, patients, and the public • Work independently• Contribute effectively to team projects • Carry out duties in accordance with workplace rights and responsibilities and

within the context of the medical profession's functions and governance• Identify her or his role in the medical environment and its relationship to the

structure of the allied health professions


7. The graduate has reliably demonstrated the ability to troubleshoot and show initiative in the creation andproduction of accurate, organized medical documents withina specified time frame.

Elements of the PerformanceC Use medical reference materials and document precedentsC Anticipate the needs of those requiring the documents and meet these needs

without direction or interventionC Use correct medical terminologyC Apply knowledge of medical procedures, processes, and practices to the

production of medical documents and the identification of deadlinesC Access application software through a computer operating systemC Assist others in the selection and usage of appropriate medical software

applicationsC Apply information processing and proofreading skillsC Use correct grammar, spelling, and punctuationC Convert draft information and data from electronic and paper sources into

final-form documents


8. The graduate has reliably demonstrated the ability to provide technical support and training related to computersoftware to others in the medical environment as required.

Elements of the Performance• Work comfortably with a variety of workplace-related software packages• Identify training needs within the workplace related to computer software• Respond quickly and effectively to information requests related to the use and

scope of software packages being used in the workplace• Assist others with installing, uninstalling, and troubleshooting software

packages• Remain current with the changing needs and resources related to software use in

the workplace


9. The graduate has reliably demonstrated the ability to use the Internet and its tools in a medical environment toenhance communication and business opportunities.

Elements of the PerformanceC Communicate globally through the advanced use of electronic mail to promote

opportunities for the medical workplace and businessC Retrieve specific information/software from the global community using a

variety of toolsC Build and maintain a medical business web page related to the workplaceC Apply ethics to computer software use and Internet communicationC Design web pages using web authoring tools


10. The graduate has reliably demonstrated the ability to demonstrate administrative skills to enhance the effectiveoperation of the workplace.

Elements of the PerformanceC Manage the flow of paper, data, people, and information within the workplaceC Use time and other resources effectively and efficientlyC Provide direction and follow-up related events and occurrences within the

workplaceC Communicate effectively with co-workersC Build and maintain working relationships with clients and suppliersC Produce clear, comprehensive, and error-free documentation

1 The generic skills learning outcomes listed in this program standard form part of the program standard for eachtwo- and three-year college program. Additional information about these generic skills learning outcomes iscontained in the Generic Skills Learning Outcomes for Two and Three Year College Programs in Ontario’s Collegesof Applied Arts and Technology. CSAC: 1995.

16 III Generic Skills Standard

III. Generic Skills Standard

All graduates of Office Administration - Medical programs must have achievedthe thirteen generic skills learning outcomes listed on the following pages, inaddition to achieving the vocational learning outcomes and meeting the generaleducation requirement. 1

17III Generic Skills Standard

Synopsis of the Generic Skills Learning OutcomesOffice Administration - Medical Programs

The graduate has reliably demonstrated the ability to

1. communicate clearly, concisely, and correctly in the written,spoken, and visual form that fulfills the purpose and meets theneeds of audiences.

2. reframe information, ideas, and concepts using the narrative,visual, numerical, and symbolic representations whichdemonstrate understanding.

3. apply a wide variety of mathematical techniques with thedegree of accuracy required to solve problems and makedecisions.

4. use a variety of computer hardware and software and other technological tools appropriate and necessary to theperformance of tasks.

5. interact with others in groups or teams in ways that contributeto effective working relationships and the achievement ofgoals.

6. evaluate her or his own thinking throughout the steps andprocesses used in problem solving and decision making.

7. collect, analyze, and organize relevant and necessaryinformation from a variety of sources.

8. evaluate the validity of arguments based on qualitative andquantitative information in order to accept or challenge thefindings of others.

9. create innovative strategies and/or products that meetidentified needs.

10. manage the use of time and other resources to attain personaland/or project-related goals.

11. take responsibility for her or his own actions and decisions.12. adapt to new situations and demands by applying and/or

updating her or his knowledge and skills.13. represent her or his skills, knowledge, and experience

realistically for personal and employment purposes.


The Generic Skills Learning Outcomes1. The graduate has reliably demonstrated the ability to

communicate clearly, concisely, and correctly in the written,spoken, and visual form that fulfills the purpose and meets the needs of audiences.

ExplanationCommunicating in a clear, concise, and correct manner requires producing the written,spoken or visual material that best suits the situation. Graduates will have developedtheir ability to analyze their audiences to identify what is required and to match thoseneeds with the means that is most appropriate. They will have produced materialaccording to the style and conventions required, and they will have checked theirproducts for accuracy and clarity. Finally, graduates will have used the tools availableto them to create and correct their written, spoken, and visual messages.

Elements of the PerformanceC Plan and organize communications according to the purpose and audiencesC Choose the format (e.g., memo, illustration, video, multimedia presentation,

diagram) appropriate to the purposeC Incorporate content that is meaningful and necessaryC Produce material that conforms to the conventions of the chosen formatC Use language and style suitable to the audience and purposeC Ensure that the material is free from mechanical errorsC Use the computer technology that will enhance the production of materialsC Evaluate communications and adjust for any errors in content, structure, style,

and mechanics


2. The graduate has reliably demonstrated the ability toreframe information, ideas, and concepts using the narrative,visual, numerical, and symbolic representations whichdemonstrate understanding.

ExplanationResponding to messages from many sources requires the ability to receive and tocomprehend what has been received. One way to demonstrate that comprehension is toreframe, or restate in other forms, the original message. This requires graduates tohave developed the skills to read, listen to, and observe messages contained withinnarrative and visual forms. It also requires the ability to construct unique narrative andvisual representations that are consistent with the original messages.

Elements of the Performance

C Develop and use strategies to read, listen, and observe effectively

C Clarify what has been read, heard, and observed

C Reproduce original information in other formats (e.g., written and spokensummaries; tables, figures, charts, diagrams, maps, drawings, photographs, andcomputer-generated graphics; terms represented by numbers; and valuesrepresented by letters or signs)

C Use technology, where appropriate, to aid in reframing

C Evaluate the representation for consistency of meaning with the original

C Acknowledge the use of material from other sources according to theconventions of the medium used


3. The graduate has reliably demonstrated the ability to apply a wide variety of mathematical techniques with thedegree of accuracy required to solve problems and makedecisions.

ExplanationUsing mathematics effectively in everyday situations requires the ability to apply awide variety of mathematical skills accurately. Graduates will have demonstrated theirability to apply the concepts of number and space to situations which includequantities, magnitudes, measurements, and ratios. They will have developed theirability to identify the need for mathematics, to apply mathematical techniques(concepts, conventions, strategies, and operations) and to check the results of theirapplications. This will require graduates to be flexible and creative and to be confidentin their mathematical skills and abilities.


C Recognize situations that require mathematics

C Assess potential mathematical strategies (including models, geometricrepresentations or formulas, elementary algebraic equations, descriptivestatistical methods, and mathematical reasoning) for suitability andeffectiveness

C Decide on the degree of accuracy required for answers

C Estimate probable answers

C Execute mathematical operations necessary to implement selected strategies

C Use calculators or appropriate technological tools to perform mathematicaloperations accurately

C Check for errors in numerical answers and the appropriate fit between problemsand answers

C Express answers clearly

C Transfer the use of mathematical strategies from one situation to another


4. The graduate has reliably demonstrated the ability to

use a variety of computer hardware and software and othertechnological tools appropriate and necessary to theperformance of tasks.

Explanation

Using computers and other technologies as tools to increase productivity and toenhance tasks requires graduates to have the confidence and ability to use the toolswell. Graduates will have demonstrated the ability to recognize when computers andother technologies contribute to completing tasks, solving problems, performingresearch, and creating products. They will use the technological tool most appropriateto the task and use it accurately. Finally, they will have gained confidence incontinuing to learn about and cope with new technologies in the future.


C Use basic operating system functions competently (e.g., load software, store andretrieve data)

C Determine which tasks can best be handled by computers and other technology

C Select suitable software, equipment, and tools for the task

C Use the software, equipment, and tools effectively, correctly, and ethically

C Deal with equipment and software problems and errors in a logical andsystematic manner

C Transfer concepts, knowledge, and skills from one technology to another

C Evaluate one’s own use of hardware, software, and technological tools



interact with others in groups or teams in ways that contributeto effective working relationships and the achievement ofgoals.

Explanation

Working in teams or groups in either a work or personal context requires the ability toassume responsibility for collective duties and decisions. It also requires interactingeffectively with the members of the group. Therefore, in achieving this outcome,graduates will have demonstrated their ability to understand and complete the varioustasks required of them as group members. They will also have demonstrated theirability to understand and respond to others.


C Identify the tasks to be completed

C Establish strategies to accomplish the tasks

C Identify roles for members of the team/group

C Clarify one’s own roles and fulfill them in a timely fashion

C Treat other members of the group equitably and fairly

C Contribute one’s own ideas, opinions, and information while demonstratingrespect for those of others

C Employ techniques intended to bring about the resolution of any conflicts

C Regularly assess the group’s progress and interactions and make adjustmentswhen necessary



evaluate her or his own thinking throughout the steps andprocesses used in problem solving and decision making.

Explanation

Solving a range of complex problems and dealing with a variety of tasks require thethinking skills and strategies that will allow graduates to identify what has to be doneand to select and implement the most suitable approach. In applying thinking skills andstrategies, graduates will have understood the limits as well as the potential of theirown thought processes. As well, in attempting various strategies, they will haveexplored styles of thinking that may be new to them. This will allow graduates tounderstand the way they think and how they approach decisions and problems.


C Clarify the nature and extent of problems or required directions

C Explore various thinking skills and strategies that could be used

C Identify limits as well as the potential of one’s own thought processes

C Choose and apply thinking skills and strategies (e.g., inductive and deductivethinking; creative and intuitive thinking; inquiry; critical thinking; andreflection)

C Evaluate results of the thinking skills and strategies used in problem solving anddecision making

C Appreciate the benefits of the use of alternative types of thinking



collect, analyze, and organize relevant and necessaryinformation from a variety of sources.

Explanation

Making decisions and completing tasks often requires information that can be used assupport. Graduates, therefore, must be able to access current, relevant, and usefulinformation and to organize that information in understandable ways. In achieving thisoutcome, graduates will have developed and used strategies to locate and gather a widerange of information, most particularly through technological means. They will havelearned how to select pertinent information and to sort it so that it can be displayed inuseful formats like databases and spreadsheets. This information can then be used tosupport decisions and to assist in the completion of tasks.


C Identify the nature of the information required

C Investigate sources of information (including people, text, databases, and theInternet)

C Gather information from the most appropriate sources using various datacollection techniques, including technology

C Examine the information and select what is relevant, important, and useful

C Employ a variety of techniques to organize the information (e.g., spreadsheets,databases, graphs, charts)

C Draw conclusions about how the information can be used

C Evaluate the processes used

C Cite sources according to the conventions of the medium used



evaluate the validity of arguments based on qualitative andquantitative information in order to accept or challenge thefindings of others.

Explanation

With the wealth of numerical and non-numerical information available, graduates mustbe able to interpret, understand, and draw conclusions about what others haveproduced. Graduates will have used their mathematical abilities to question thevalidity of statistics and other numerical claims. Graduates also will have used theirlanguage and critical thinking skills to analyze the assumptions and evidence thatothers use to support more qualitative arguments and conclusions. As a result,graduates will have developed the ability to question and make decisions about whatthey read, hear, and observe.


C Identify conclusions and claims made by others

C Detect any fallacies, biases, misrepresentations, and assumptions and judgetheir relevance to supporting arguments

C Check for accuracy and credibility of claims or arguments

C Be prepared to defend acceptance or rejection of claims or arguments



create innovative strategies and/or products that meetidentified needs.

Explanation

Creating strategies and products that are original and innovative will require graduatesto develop their creative thinking skills to find alternative ways to address situations. Graduates will have developed the confidence to use old information in new ways; tosee unique relationships; and to practice the lateral, divergent, and intuitive thinkingthat will yield new approaches.


C Analyze needs

C Generate creative ideas for strategies and products that will meet needs

C Choose alternatives to pursue based on needs and criteria of projects/plans

C Create strategies/products

C Evaluate strategies/products according to meeting needs



manage the use of time and other resources to attain personaland/or project-related goals.

Explanation

Achieving task-related goals in their personal and professional lives requires graduatesto use their time, money, space, and other, often limited, resources as efficiently aspossible. Graduates will have developed their ability to plan and predict ways ofachieving goals. They will have developed and used tools intended to assist in theprocess. Finally, they will have attempted to follow their plans and use the tools,assessing regularly how realistic the goals, plans, and processes are and adapting whenit is necessary.


C Define reasonable and realistic goals

C Use planning tools (e.g., budgets, schedules) to achieve goals

C Monitor the process and goals and respond to changes

C Use resources (e.g., money, space, time) efficiently to accomplish tasks

C Re-evaluate goals and the use of resources and make appropriate adjustments



take responsibility for her or his own actions and decisions.

Explanation

Making decisions, taking positions, and completing tasks require graduates to beaccountable for actions taken and to defend their convictions. Graduates will havedemonstrated their ability to evaluate what they do and why they do it. They will havetaken into consideration their individual values, beliefs, and opinions and the effectsthese have on their actions. Not only will graduates be able to justify their decisions,they will be able to advocate positively on behalf of themselves.


C Review the results of one’s actions and decisions

C Reflect on the processes and practices used

C Identify any errors and make corrections

C Identify successes for adaptation to other situations

C Account for how one’s own values and beliefs affect actions and decisions

C Evaluate and act upon constructive feedback

C Be prepared to defend decisions made and actions taken



adapt to new situations and demands by applying and/orupdating her or his knowledge and skills.

Explanation

Transferring skills from one context to another enables graduates to be lifelonglearners. Graduates will have developed the confidence to know that their current skillsare applicable to a range of changing, novel and unexpected situations. They will havedemonstrated their ability to reflect on what they can do, match those skills to the newdemands, and apply previous skills or develop the additional ones that will make themas effective in the new situations.


C Assess current skills, knowledge, and learning styles

C Identify skills and knowledge required for new situations

C Adapt current skills and knowledge to new situations

C Identify new skills and knowledge required

C Choose the most appropriate learning and working styles to acquire new skillsand knowledge

C Evaluate success of the processes and actual adaptations



represent her or his skills, knowledge, and experiencerealistically for personal and employment purposes.

Explanation

Preparing for changes in their personal and professional lives requires graduates toassess and present their accomplishments and abilities. In achieving this outcome,graduates will have developed their ability to reflect on what they have done andlearned. They will also have summarized their abilities in ways that are attractive anduseful to potential recipients. These ways may include portfolios and resumes. Finally,graduates will have developed the skills to present themselves and theiraccomplishments personally and with confidence.


C Summarize one’s own skills, knowledge, and experience realistically

C Choose formats (e.g., resume, portfolio, interview) which best display skills,knowledge, and experiences according to the situations

C Evaluate responses to the representations and make any adjustments

31IV General Education Standard

IV. General Education StandardAll graduates of Office Administration - Medical Programs must have met thegeneral education requirement described on the following pages, in addition toachieving the vocational and generic skills learning outcomes.

The General Education RequirementThe Government of Ontario has established that each college postsecondaryprogram shall include a minimum of one three-hour-per-week general educationcourse of approximately 45 instructional hours per semester. Learners shouldexperience a breadth of goals through their general education studies; and,wherever possible, they should have the opportunity to exercise choice in theselection of their general education courses.

This general education requirement is an integral component of the OfficeAdministration - Medical Program Standard, along with the vocational and genericskills learning outcomes.

The general education requirement shall be met consistent with the followingguiding principles:

1. General education in the colleges shall identify and deal with issues of societalconcern in a manner relevant to the lives of students. General education coursesshall be structured in such a way as to guide students through the historical contextof such issues, their theoretical bases, and application to contemporary life.

2. All general education courses offered in the colleges shall be designed to providebenefits to one or more of the three areas: learners’ personal growth andenrichment, informed citizenship, and working life.

3. An essential component of the mission of Ontario’s colleges is the encouragementand support of continuous learning. This commitment to lifelong learning shall bereflected in each of the general education courses offered in the colleges.

General education appropriate for Ontario colleges is defined as those postsecondarylearning experiences that enable learners to meet more effectively the societalchallenges which they face in their community, family, and working life. Generaleducation in the colleges provides learners with insight into the enduring nature of the issues being addressed and into their particular relevance to today and the future. It isintended to encourage and support continuous learning. It is delivered as discretecourses which are designed to address one or more of the following goals andassociated broad objectives established for general education:

32 IV General Education Standard

Goals and Broad Objectives

1. Aesthetic Appreciation

understand beauty, form, taste, and the role of the arts in societyBroad ObjectivesC develop critical awareness of arts in society C perceive and evaluate the role of the artsC heighten critical appreciation through development and application of personal

and formal judgment factors

2. Civic Life

understand the meaning of freedoms, rights, and participation incommunity and public lifeBroad ObjectivesC develop knowledge of the structure and function of governments in Canada:

legislative, judicial, and administrative arms; roles of elected officials andpublic servants; and a personal awareness of citizen responsibility

C develop historical understanding of major issues affecting Canadian politics anda critical awareness of related public policy

C develop awareness of international issues and their effects, and the place ofCanada in international communities

C develop awareness of the history, significance, and organization of thevoluntary sector in community life

33IV General Education Standard

3. Cultural Understanding

understand the cultural, social, ethnic, and linguistic diversity of Canadaand the worldBroad ObjectivesC develop an understanding of cultural identity by linking personal history to

broader cultural studyC develop an understanding of the diversity of cultures and subcultures

represented in Canadian society and of their interactions within the Canadiansociety

C develop intercultural understanding through reasoned reflection on variouscultures’ responses to universal human issues

4. Personal Development

gain greater self-awareness, intellectual growth, well-being, andunderstanding of others

Broad ObjectivesC consider one’s expectations and values and analyze their impact on personal

goalsC apply an understanding of the individual and human development to personal

life and relationshipsC integrate the concept of well-being into one’s lifestyleC understand oneself as a learner and articulate one’s own learning style

5. Social Understanding

understand relationships among individuals and society

Broad ObjectivesC develop informed understanding of social organization and institutions and of

ongoing issues in relationships between individuals, groups, and societiesC develop informed understanding of social trends, social change, and social

problems and of implications for social and personal responseC develop informed understanding of contemporary social problems and issues

34 IV General Education Standard

6. Understanding Science

appreciate the contribution of science to the development of civilization,human understanding, and potentialBroad ObjectivesC develop an understanding of the history, philosophy, contributions,

perspectives, and limitations of the sciencesC develop an understanding of the scientific method and its uses in measuring

quantifiable entities and confirming laws of nature

7. Understanding Technology

understand the interrelationship between the development and use oftechnology and society and the ecosystemBroad ObjectivesC relate implications of current transformations in technological knowledge and

development to our physical and biological world C develop awareness of ethical positions on enduring issues regarding the place of

the human species in the physical and biological world

8. Work and the Economy

understand the meaning, history, and organization of work; and workinglife challenges to the individual and societyBroad ObjectivesC set personal expectations for efficiency, effectiveness, ethics, and rewards and

reconcile them with the changing work environmentC apply knowledge of the organization and structure of work, its institutions, and

history; and of social and cultural attitudes to workC develop an understanding of the changing nature of work and the economy

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