8/25/2015   

1. Review syllabus and take syllabus quiz,
2. Discuss uniforms and equipment requirements,
3. Tour lab and discuss course expectations, participation with lab activities, use of technology in classroom and best practices for reaching the instructor with any questions.

 

 

• 8/27/2015      Review chapters 1, 2, and 3

  Chapter 1

                Becoming a Successful Student

                   Learning Objectives:

1.            Define, spell, and pronounce the terms listed in the vocabulary.

2.            Assess the importance of developing professional behaviors as a member of the allied health team.

3.            Examine your learning preferences.

4.            Interpret how your learning style affects your success as a student.

5.            Apply time management strategies to make the most of your learning opportunities.

6.            Apply problem-solving techniques to manage conflict and overcome barriers to your success.

7.            Discuss the role of assertiveness in effective communication.

8.            Integrate effective study skills into your daily activities.

9.            Design test-taking strategies that help you take charge of your success.

10.          Incorporate critical thinking and reflection to help you make mental connections as you learn material.

 

National Standards Covered

     Competencies

          CAAHEP

• Identify time management principles (V.C. 13)

 

Chapter 2    

                 The Healthcare Industry

                   Learning Objectives:

1. Define, spell, and pronounce the terms listed in the vocabulary.
2. Identify the ancient cultures that contributed a major portion of our medical terminology.
3. Distinguish between and describe the staff of Aesculapius and the caduceus.
4. Explain the philosophy behind the phrase “physicians must learn to despise money”
5. Explain why a medical education at Johns Hopkins University School of Medicine was considered superior, even in its early years.
6. List several medical pioneers and discuss the importance of their contributions to the medical profession.
7. Explain the roles of the national health organizations.
8. Identify the role of the centers for Disease Control and Prevention (CDC) regulations in healthcare settings.
9. Discuss the various types of ambulatory care.
10. Name the three main provider portals of entry into the healthcare system and distinguish among the different types of physicians and medical practices.
11. Become familiar with the medical specialties recognized by the American Board of Medical Specialties.
12. Understand both the allied health professions and how they relate to medical assisting.

 

National Standards Covered

None

 

Chapter 3   

                      The Medical Assisting Profession

                      Learning Objectives:

1. Define, spell, and pronounce the terms listed in the vocabulary.
2. Briefly discuss the history of medical assisting as a profession.
3. Discuss the versatility of a career in medical assisting.
4. Differentiate between administrative and clinical medical assisting duties and recognize the importance of becoming knowledgeable about the general responsibilities of the medical assistant.
5. Comprehend the current employment outlook for the medical assistant.
6. Give the reasons that hiring an individual with no formal training often is more expensive than hiring a professional medical assistant.
7. Identify several considerations to keep in mind, other than financial compensation, when choosing a position as a medical assistant.
8. Discuss the aspects of the medical assistant’s performance on a successful externship.
9. List three unacceptable behaviors on the externship site.
10. Explain why continuing education is so important to the medical assistant.
11. Understand medical assistant credentialing requirements, the importance of credentialing, and the process of obtaining credentials.
12. Discuss the difference between a CMA and RMA

 

National Standards Covered

Competencies

ABHES

• Comprehend the current employment outlook for the medical assistant (1.a)
• Compare and contrast the allied health professions, and understand their relation to medical assisting (1.b)
• Understand medical assistant credentialing requirements and the process to obtain the credential. Comprehend the importance of credentialing (1.c)
• Have knowledge of the general responsibilities of the medical assistant (1.d)
• Define the scope of practice for the medical assistant, and comprehend the conditions for practice within the state in which the medical assistant is employed (1.e)
• Understand the importance of maintaining liability coverage once employed in the industry (4.d)
• [Graduates] are attentive, listen, and learn (8.aa)
• [Graduates] are impartial and show empathy when dealing with patients (8.bb)
• Demonstrate professionalism by:
  • Exhibiting dependability, punctuality, and a positive work ethic (11.b.1)
  • Exhibiting a positive attitude and a sense of responsibility (11.b.2)
  • Maintaining confidentiality at all times (11.b.3)
  • Being cognizant of ethical boundaries (11.b.4)
  • Exhibiting initiative (11.b.5)
  • Adapting to change (11.b.6)
  • Expressing a responsible attitude (11.b.7)
  • Being courteous and diplomatic (11.b.8)
  • Conducting work within the scope of education, training, and ability (11.b.9)

CAAHEP

• Identify time management principles (V.C.13)
• Discuss the legal scope of practice for medical assistants (IX.C.1)
• Discuss licensure and certification as it applies to healthcare providers (IX.C.5)
• Perform within the scope of practice (IX.P.2)
• Practice within the standard of care for a medical assistant (IX.P.4)
• Compare personal, professional, and organizational ethics (X.C.2)

Identify the effect personal ethics may have on professional performance (X.C.5)

 

 

09/01/2015 Introduction to the Virtual Medical Office Software

                  Chapter 27

                       Infection Control

                               Learning Objectives:

1. Define, spell, and pronounce the terms listed in the vocabulary.
2. Apply critical thinking skills in performing patient assessment and care.
3. Describe the characteristics of pathogenic microorganisms and the diseases they cause.
4. Apply the chain-of-infection process to healthcare practice.
5. Compare viral and bacterial cell invasion.
6. Differentiate between humoral and cell-mediated immunity.
7. Summarize the impact of the inflammatory response on the body’s ability to defend itself against infection.
8. Analyze the differences among acute, chronic, latent, and opportunistic infections.
9. Specify potentially infectious body fluids.
10. Integrate OSHA’s requirement for a site-based Exposure Control Plan into office management procedures.
11. Explain the major areas included in the OSHA Compliance Guidelines.
12. Remove contaminated gloves while following Standard Precautions principles.
13. Perform an eye wsh procedure to remove contaminated material.
14. Summarize the management of postexposure evaluation and follow-up.
15. Participate in a mock environmental exposure event with documentation of the steps taken.
16. Demonstrate the proper hand-washing technique for medical asepsis.
17. Apply patient education concepts to infection control.
18. Discuss the legal and ethical concerns regarding medical asepsis and infection control.

 

National Standards Covered

Competencies

CAAHEP

• Describe infection cycle, including the infectious agent, reservoir, susceptible host, means of transmission, portals of entry, and portals of exit (III.C.1)
• List major types of infectious agents (III.C.5)
• Compare different methods of growth of microorganisms (III.C.6)

Identify disease processes and that are indications for CLIA waived tests (III.C.10)

VMO Lesson 2

 

09/03/2015

           Chapter 28

                  Patient Assessment

                        Learning Objectives:

1. Define, spell, and pronounce the terms listed in the vocabulary.
2. Apply critical thinking skills in performing patient assessment and care.
3. Employ the concept of holistic care in the patient assessment process.
4. Describe the components of the patient’s medical history.
5. Define and apply the qualities of a helping relationship.
6. Display sensitivity to diverse patient populations.
7. Demonstrate therapeutic communication,k including the use of the linear communication model and active listening techniques.
8. recognize the importance of nonverbal communication when interacting with patients.
9. Identify barriers to communication and their impact on patient assessment.
10. Detect a patient’s use of defense mechanisms and the resultant barriers to therapeutic communication.
11. Use therapeutic communication techniques with patients across the lifespan.
12. Demonstrate professional patient interviewing techniques.
13. Integrate detailed information about the chief complaint into concise, accurate documentation methods.
14. Differentiate among various medical records systems employed in the physician’s office.
15. Describe the connection between the interview process and implementation of patient education practices.
16. Determine risk management strategies for the ambulatory care setting.
17. Use reflection, restatement, and clarification techniques to obtain a patient history.

National Standards Covered

Competencies

ABHES

• Comprehend and explain to the patient the importance of diet and nutrition. Effectively convey and educate patients regarding the proper diet and nutrition guidelines. Identify categories of patients that require special diets or diet modifications (2.a)  
• Define and use the entire basic structure of medical words and be able to accurately identify the correct context, i.e., root, prefix, suffix, combinations, spelling, and definitions (3.a)          
• Build and dissect medical terms from roots/suffixes to understand the word element combinations that create medical terminology (3.b)       
• Recognize and identify acceptable medical abbreviations (3.d)   
• Document accurately (4.a)     
• Define and understand abnormal behavior patterns (5.a)
• Identify and respond appropriately when working/caring for patients with special needs (5.b)         
• Prepare and maintain medical records (8.b)     
• [Graduates] are impartial and show empathy when dealing with patients (8.bb)   
• Communicate on the recipient’s level of comprehension (8.cc)   
• Interview effectively (8.ff)         
• Use pertinent medical terminology (8.gg)         
• Receive, organize, prioritize, and transmit information expediently (8.hh)
• Recognize and respond to verbal and nonverbal communication (8.ii)      
• Adapt to individualized needs (8.kk)    
• Obtain the chief complaint, recording the patient history (9.a)    
• Screen and follow-up patient test results (9.f)   
• Instruct patients with special needs (9.q)         
• Teach patients methods of health promotion and disease prevention (9.r)
• Demonstrate professionalism by:
  • Exhibiting dependability, punctuality, and a positive work ethic (11.b.1)
  • Exhibiting a positive attitude and a sense of responsibility (11.b.2)
  • Maintaining confidentiality at all times (11.b.3)
  • Being cognizant of ethical boundaries (11.b.4)
  • Exhibiting initiative (11.b.5)

CAAHEP

• Perform patient screening using established protocols (I.P.6)                
• Apply critical thinking skills in performing patient assessment and care (I.A.1)
• Demonstrate respect for diversity in approaching patients and families (I.A.3)      
• Show an awareness of the patients’ concerns regarding their perceptions related to the procedure being performed (III.A.3)
• Identify nonverbal communication (IV.C.2)
• Recognize communication barriers (IV.C.3)
• Identify techniques for overcoming communication barriers (IV.C.4)
• Recognize the elements of oral communication using a sender–receiver process (IV.C.5)
• Identify resources and adaptations that are required based on individual needs, i.e., culture and environment, developmental life stage, language, and physical threats to communication (IV.C.7)
• Diagram medical terms, labeling word parts (IV.C.10)   
• Define both medical terms and abbreviations related to all body systems (IV.C.11)
• Recognize the role of patient advocacy in the practice of medical assisting (IV.C.14)
• Use reflection, restatement, and clarification techniques to obtain a patient history (IV.P.1)
• Report relevant information to others succinctly and accurately (IV.P.2)
• Use medical terminology, pronouncing medical terms correctly, to communicate information, patient history, data, and observations (IV.P.3)
• Respond to nonverbal communication (IV.P.11)
• Demonstrate empathy in communicating with patients, family, and staff (IV.A.1)
• Apply active listening skills (IV.A.2)
• Use appropriate body language and other nonverbal skills in communicating with patients, family, and staff (IV.A.3)
• Demonstrate an awareness of the territorial boundaries of the person with whom you are communicating (IV.A.4)  
• Demonstrate sensitivity appropriate to the message being delivered (IV.A.5)
• Demonstrate awareness of how an individual’s personal appearance affects anticipated responses (IV.A.6)           
• Demonstrate recognition of the patient’s level of understanding in communications (IV.A.7)
• Analyze communications in providing appropriate responses/feedback (IV.A.8)
• Recognize and protect personal boundaries in communicating with others (IV.A.9)
• Demonstrate respect for individual diversity, incorporating awareness of one’s own biases in areas including gender, race, religion, age, and economic status (IV.A.10)
• Perform patient screening using established protocols (I.P.6)
• Demonstrate sensitivity to patient rights (IX.A.1)
• Discuss the role of culture and social and ethnic diversity in the ethical performance of medical assisting practice (X.C.3)

Demonstrate awareness of diversity in providing patient care (X.A.3)

VMO Lesson 6

 

09/08/2015

            Chapter 29

                 Patient Education

                            Learning Objectives:

1. Apply Critical thinking skills in performing the patient assessment and patient care.
2. Recognize the implications of health and illness models for patient education.
3. Instruct patients according to their needs to promote health maintenance and disease prevention.
4. Define six patient factors that have an impact on learning.
5. List at least five guidelines for patient education that can affect the patient’s overall wellness.
6. Demonstrate empathy in communication with patients, family members, and staff.
7. Display respect for individual diversity.
8. Summarize educational approaches for patients with language barriers.
9. Determine potential barriers to patient learning.
10. Develop and maintain a current list of community resources related to patient’s healthcare needs.
11. Implement a variety of teaching methods and strategies responsive to the individual patient’s needs.
12. Demonstrate the ability to develop an appropriate and effective patient teaching plan.
13. Demonstrate recognition of the patient’s level of understanding in communications.
14. Document patient education.
15. Describe the role of the medical assistant in patient education.
16. Integrate the legal and ethical elements of patient teaching into the ambulatory care setting.

 

National Standards Covered

Competencies

ABHES

• Define and understand abnormal behavior patterns (5.a)
• Identify and respond appropriately when working/caring for patients with special needs (5.b)         
• Use empathy when treating terminally ill patients (5.c)  
• Identify common stages that terminally ill patients go through and list organizations/support groups that can assist patients and family members of patients struggling with terminal illness (5.d) 
• Analyze the effect of hereditary, cultural, and environmental influences (5.g)
• [Graduates] are impartial and show empathy when dealing with patients (8.bb)               
• Receive, organize, prioritize, and transmit information expediently (8.hh)
• Recognize and respond to verbal and nonverbal communication (8.ii)      
• Adapt to individualized needs (8.kk)    
• Screen and follow-up patient test results (9.f)   
• Advise patients of office policies and procedures (9.p)   
• Instruct patients with special needs (9.q)         
• Teach patients methods of health promotion and disease prevention (9.r)

CAAHEP

• Apply critical thinking skills in performing patient assessment and care (I.A.1)
• Use language/verbal skills that enable patients’ understanding (I.A.2)
• Demonstrate respect for diversity in approaching patients and families (I.A.3)
• Identify styles and types of verbal communication (IV.C.1)         
• Demonstrate empathy in communicating with patients, family, and staff (IV.A.1)
• Instruct patients according to their needs to promote health maintenance and disease prevention (IV.P.5) 
• Demonstrate awareness of how an individual’s personal appearance affects the anticipated responses (IV.A.6)      
• Analyze communications in providing appropriate responses/feedback (IV.A.8)   
• Recognize and protect personal boundaries in communicating with others (IV.A.9)
• Demonstrate respect for individual diversity, incorporating awareness of one’s own biases in areas including gender, race, religion, age, and economic status (IV.A.10)    
• Identify resources and adaptations that are required based on individual needs, i.e., culture and environment, developmental life stage, language, and physical threats to communication (IV.C.7)

Recognize the role of patient advocacy in the practice of medical assisting (IV.C.14)     

 

Quiz 1 Opens 09/08  at 10 AM  Closes 9/12 at 1159 PM

 

09/10/2015

                     Chapter 30

                          Nutrition and Health Promotion

                                   Learning Objectives:

1. Define, spell, and pronounce the terms listed in the vocabulary.
2. Apply critical thinking skills in performing the patient assessment and patient care.
3. Analyze the relationship between poor diet and lifestyle choices and the risk of developing diet-related diseases.
4. Recognize the impact of cultural influences on dietary choices.
5. Classify the types and functions of dietary nutrients.
6. Describe the roles of carbohydrates, fats, protein, and fiber in the daily diet.
7. Explain the function of appropriate amounts of vitamins, minerals, and water in the diet.
8. Apply the 2010 Dietary Guidelines for Americans using the Choose MyPlate Web site developed by the U.S. Department of Agriculture (USDA).
9. Correlate a patient’s calculated body mass index (BMI) with the risk for diet-related diseases.
10. Compare the concepts of therapeutic nutrition.
11. Interpret food labels and their application to a healthy diet.
12. Demonstrate to the patient how to understand nutrition labels on food products.
13. Summarize the causes of eating disorders and obesity and their impact on a patient’s health.
14. Define the concepts of health promotion.
15. Describe the role of the medical assistant in nutrition and health promotion.

National Standards Covered

Competencies

ABHES

• Comprehend and explain to the patient the importance of diet and nutrition. Effectively convey and educate patients regarding the proper diet and nutrition guidelines. Identify categories of patients that require special diet or diet modifications (2.a)    
• Analyze the effect of hereditary, cultural, and environmental influences (5.g)       
• Communicate on the recipient’s level of comprehension (8.cc)   
• Receive, organize, prioritize, and transmit information expediently (8.hh)

  Additional Information

  No additional information available

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