Forsyth Tech Community College 2100 Silas Creek Parkway Winston-Salem, NC MEDICAL ASSISTING

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1 Forsyth Tech Community College 2100 Silas Creek Parkway Winston-Salem, NC MEDICAL ASSISTING 2016 Admissions Information Spring 2016 Priority Review Deadline October 15, 2015 Fall 2016 Priority Review Deadline March 17, 2016 Medical Assisting is a limited enrollment program beginning each fall and spring. Resources, such as clinical facilities and faculty, limit the number of applicants accepted into the program to 22 students each spring and 22 students each fall. Medical Assisting is a first-qualified, first accepted curriculum. All applicants must meet minimum requirements to be considered for admission to the program. Please note, however, that meeting the minimum requirements does not guarantee admission. All applicants must meet minimum requirements and specific deadlines. Applicants who have completed minimum requirements should meet with an admissions counselor by the specific deadline in order to be considered as a qualified applicant for the program. If space is still available in the program after the priority deadline, qualified applicants will be admitted on a rolling basis. 22 students will be accepted to the spring program, 22 students in the fall and an alternate list established. An alternate will be admitted to the program when an applicant originally accepted declines admission. Alternates not admitted to the program and other applicants denied admission must reapply if they wish to be considered for the next available program. PHASE I: APPLICATION PROCESS 1. Complete the Forsyth Tech application. 2. Complete the online information session tutorial and return the electronic signature form. This form can be returned to the Admissions Office via , fax, mail, or hand delivery. If you prefer, you may choose to attend an in-person information session instead of completing the online tutorial. 3. Complete placement testing if required by the Admissions Office. 4. Have an official high school transcript or GED scores mailed to the Admissions Office. 5. Have official transcripts from all colleges or schools attended since high school sent to the Admissions Office. Official transcripts must have the school seal or original signature and be in a sealed unopened envelope or submitted electronically from the school. We strongly recommend that official college transcripts be received and evaluated before a MAR is conducted. Evaluation of transcripts typically takes 5-7 business days to complete once transcripts have been received. Please do NOT bring in transcripts the day you come to complete your MAR review. 6. Submit official copies of any Advanced Placement (AP) scores, if applicable. NOTE: The information provided in this packet is subject to change annually. 1

2 PHASE II: MINIMUM ADMISSIONS REQUIREMENTS 1. Placement Testing- All applicants must demonstrate English, Reading and Math competencies to be eligible for program consideration. There are 3 different ways that these competencies can be met: a. Placement Test Scores (all scores are valid for 5 years): CPT* COMPASS* ASSET* Sentence Skills 86 Writing 70 Writing Skills 41 Reading Comp. 80 Reading 81 Reading Skills 41 Arithmetic 55 Pre-Algebra 47 Numerical Skills 41 Algebra 55 Algebra 46 Int. Algebra 41 The NC-DAP Math (DMA) and NC-DAP Reading and English (DRE) have replaced the above tests at all NC Community Colleges. The following are the required scores for those taking NC-DAP: NC-DAP DMA* DMA-10 7 (or higher) DMA-20 7 (or higher) DMA-30 7 (or higher) DMA-40 7 (or higher) DMA-50 7 (or higher) NC-DAP DRE* DRE Composite Score 151 (or higher) Applicants taking the NC-DAP Math must demonstrate mastery in DMA 10, 20, 30, 40, and 50. If the DMA test was taken at another NC community college and an applicant was required to take one or more DMA classes, placement test scores for the other modules must be submitted along with a college transcript showing the completion of the required DMA classes. Applicants taking the NC-DAP English and Reading test must demonstrate mastery in DRE 096, 097 and 098. *Applicants not meeting these minimum scores should enroll in the appropriate DRE/DMA course(s). All DRE/DMA courses must be completed by the deadline date. 2. Biology Competency Applicants must have completed a high school biology course. If the course was not completed at the high school level, an applicant must complete the course at the college level. There is no age limitation on the high school or college level course to meet the general biology competency. 2

3 PHASE III: MINIMUM ADMISSIONS REQUIREMENTS (MAR) REVIEW After completion of Phase I and II, applicants must meet with an admissions counselor to complete the Minimum Admissions Review (MAR) form in order to be considered for admission to the program. This step must be completed by October 15, 2015 for spring 2016 priority consideration or by March 17, 2016 for fall 2016 priority consideration. If space is still available in the program after the priority deadline, qualified applicants will be admitted on a rolling basis. Applicants for the program will not be considered for admission to the Medical Assisting program until this step is completed. We strongly recommend that official college transcripts be received and evaluated before a MAR is conducted. Please do NOT bring in college transcripts the day you come to complete your MAR review as the Admissions Office is not the office responsible for transcript evaluations. MAR Reviews begin on September 8, 2015 for 2016 program consideration. The Admissions Office hours for the MAR Review are 8:00 a.m. 6:00 p.m. Monday through Thursday. Please note: MAR reviews will no longer be conducted on Fridays. The review is done on a walk-in basis and no appointment is necessary. Please note that only one counselor is available after 5:00 p.m. The Admissions Office is located in the Oak Grove Center, room MAR reviews will not be conducted during registration and holidays (October 12-14, November 6-11, November 25-27, December 21- January 8, January 18 and February ) Reminder: MAR reviews will no longer be conducted on Fridays. 3

4 ACC 111 or ACC 120 or a higher level accounting course 2016 Medical Assisting Related Course(s) Guide BIO 163 (BIO 165&166 or BIO 168&169) Course(s) outdate after 5 years ENG 111 or ENG 112 or ENG 113 or ENG 114 CIS 110 or CIS 111 Course(s) outdate after 10 years COM 110 or COM 120 or COM 231 or ENG 115 MAT 143 (MAT 140 or MAT 161 or higher level math course) MED 121 & MED 122 PSY 118 or PSY 150 Humanities/Fine Arts Elective Completion of related course electives prior to program enrollment is not required. In other words, to be considered for admission into the Medical Assisting program, a candidate does not have to complete all general education classes beforehand. Medical Assisting general education classes are aligned with your program of study to keep college enrollment to a five semester minimum. As indicated in the college catalog, each semester allows the general education courses to support the medical assisting courses in that particular semester. Applicants who received a D, F, WP or WF in the above mentioned courses may complete the MAR Review and gain acceptance into the Medical Assisting program. The Medical Assisting program of study is documented in the college catalog: Each semester is assigned a course of study which leads and builds on the content of the next semester. In order to progress to the next semester, a course must be completed with a C or better in the semester designation. Points to remember regarding the D, F, WF policy: If a D, F or WF was previously earned, it is understood that this grade must be replaced once accepted into the program. Again, if it is not replaced with a C or better the student will not progress in the Medical Assisting program until the failing grade is repeated and a C or better earned. If a student is program placed and receives a D, F or WF or WP in any of the required semester progression courses, then the re-admit policy stated in the Medical Assisting handbook applies. If a student sits out of the program for two semesters or more, then the student must reapply and repeat the MAR Review process including clinical background checks and drug screening steps. NOTIFICATION PROCEDURE Students will be admitted to the program based on the completion date of the MAR Review. Notification letters will be mailed to accepted students. If an applicant did not meet the minimum requirements, was not accepted or declined admission, the person must submit a new application and complete the MAR Review for the 2017 Medical Assisting program by the specified deadline. 4

5 Policy regarding Deferred Action Childhood Arrival (DACA) and Undocumented Students Current NCCCS policy allows DACA applicants to enroll at Forsyth Tech at the out of state tuition cost. However, acceptance to the college does not guarantee acceptance to a specific program. DACA students are eligible to apply to an Allied Health/Nursing program under the following conditions: 1. DACA students must meet program specific Minimum Admissions Requirements (MAR) criteria. 2. If the MAR process is completed by the stated deadline, DACA candidates will be considered for acceptance to the program once all other applicants with legal status in the United States have been offered admission. Please note that DACA confers lawful presence not legal status. 3. DACA applicants are encouraged to complete as many of the general education classes as possible for points. DACA applicants will only be ranked among themselves should program space become available. According to North Carolina and Federal law neither undocumented students nor DACA students are eligible for North Carolina professional licensure. Please note that undocumented students are not eligible for consideration to Allied Health or Nursing programs. PROGRAM ACCREDITATION INFORMATION Forsyth Tech s Medical Assisting Program is accredited by the Commission on Accreditation of Allied Health Education Programs, 1361 Park Street, Clearwater, FL 33756, (727) ( upon recommendation of the Medical Assisting Education Review Board (MAERB). Beginning with the January 2001 administration of the AAMA certification examination, applicants that have been found guilty of a felony or pleaded guilty to a felony will not be eligible to sit for the certification examination. Students may request the opportunity to submit written evidence/request a hearing before the certifying board of the AAMA in order to obtain a waiver. For more information, please contact Anna Hilton, Medical Assisting Program Coordinator, at or ahilton@forsythtech.edu. The Medical Assisting program reserves the right to revise or change course requirements in accordance with applicable state laws, AAMA requirements, college requirements, and/or at the discretion of the Medical Assisting Faculty. By accepting admission into the Medical Assisting program, the student agrees to abide at all times with the Medical Assisting Program Handbook and the respective Medical Assisting course syllabi issued at the beginning of each term of the course. Such student is bound by such requirements and procedures regardless of whether they were established before or after the date of enrollment in the Medical Assisting Program. August

6 PERFORMANCE STANDARDS AND ACADEMIC REQUIREMENTS FOR MEDICAL ASSISTING Forsyth Technical Community College Performance Standards for Medical Assisting Students Purpose: In addition to Forsyth Technical Community College requirements and course objectives, the Medical Assisting Program defines professional standards that requirements for health technology professions. These encompass communication, motor skills, sensory and cognitive ability and professional conduct that are essential for the competent study and practice of medical assisting. The foundations for the Performance Standards for Medical Assisting Students in the FTCC program are as follows: The faculty has authority for the course as described in the Faculty Handbook. The instructor is to be treated with respect and has the right and authority to direct the class in whatever manner he/she determines will best facilitate the student s learning based upon the instructor s education and experience. Mutual respect is an essential component to effective education. It is important that all positions of a discussion are treated with equal respect and courtesy. The instructor s obligation is to design a learning opportunity and present it effectively. It is the student s responsibility to attend all components of the course and take responsibility for his/her performance in the course. These Performance Standards are to be used as a guide: For admission, retention and graduation policies For comprehensive evaluation of subjectively and objectively measured skills, behaviors and attributes To articulate a set of standards for students and faculty to refer to for identification, reflection upon and correction of unsatisfactory behavior To assist students to reflect on, understand and accept accountability for the overt and subtle aspects of their behavior and how it impacts the learning environment, clients, colleagues, and the academic and health care environments. To assess the reasonableness of requests for special accommodations that would allow the student to perform according to the medical assisting scope of practice without fundamentally altering the program of study The Performance Standards are referenced in the following manner: Medical Assisting Program Orientation Course Syllabi Medical Assisting Student Handbook Process The Medical Assisting Student Handbook is distributed and reviewed with students at the onset of the program. Once a variation in Performance Standards is initiated, it will remain in effect throughout the student s continuous progress through the program. To communicate between semesters, probation status will be documented with all Medical Assisting Personnel. 6

7 The Performance Standards for Medical Assisting Students in the FTCC program are outlined below. These Performance Standards include but are not limited to the following: I. Cognitive A. Ability to measure, calculate, reason, analyze, integrate and synthesize information. 1. Example: Apply information, evaluate the meaning of data and engage in critical thinking in the classroom and clinical setting. 2. Example: Apply broad class concepts to unique client situations. 3. Example: Concentrate to correctly perform medical assisting procedures within their scope of practice and document appropriately in the often distracting and noisy, clinical setting. 4. Example: Make correct judgments on seeking consultation or supervision in a timely manner. 5. Example: Respond appropriately to constructive feedback. II. Communication A. Appropriate interpersonal interaction with other students, faculty, staff, patients, family and other professionals. 1. Example: Establish and maintain a professional relationship with patients and colleagues. 2. Example: Demonstrate appropriate impulse control and professional level of maturity. B. Effective communication with others, both verbally and in writing. 1. Example: Explain procedures and treatments, document actions, record patient responses to treatment in a professional manner. 2. Example: Convey information in a clear, professional and timely manner. 3. Example: Listen and respond to others in an accepting and respectful manner. III. Motor Skills A. Sufficient motor function to execute movements required to provide general care and treatment to patients in all ambulatory care settings. 1. Example: Participate, within reasonable limits, to safely assist a patient in moving; for example, assisting patients with crutches, walker, or a cane or transferring patients from an exam table to a wheelchair. 2. Example: Manipulate equipment to perform treatments including drawing and administration of injections, catheter insertion, and CPR administration. B. Sufficient physical endurance to participate fully in the clinical and academic settings at an appropriate level. 1. Example: Participate completely in classroom activities. 2. Example: Participate fully in required activities in clinical setting including extended periods of standing, lifting equipment and walking briskly as is reflective of the general practice of medical assisting. IV. Professional Conduct A. Function effectively and adapt to circumstances including highly stressful or rapidly changing situations. 1. Example: Examine and change his or her behavior when it interferes with professional relationships or the academic or health care environments. 2. Example: Maintain mature, sensitive and effective relationships with patients, colleagues, faculty, staff and other professionals. 3. Example: Demonstrate emotional stability to participate fully in the clinical and academic setting at an appropriate level. B. Incorporate professional standards of practice into all activities. 7

8 1. Example: Engage in patient care delivery in all settings and be able to deliver care to all patient populations including but not limited to children, adolescents, adults, developmentally disabled persons, medically compromised patients and vulnerable adults. 2. Example: Work effectively with a team in an academic or ambulatory care setting. 3. Example: Use correct and appropriate grammar in written and oral communication, always being culturally sensitive and professional. C. Demonstrate integrity and accountability in clinical and academic setting. 1. Example: Complete all assignments in a timely manner while adhering to the FTCC code of ethics. 2. Example: Respond appropriately to constructive feedback. 3. Example: Take all tests and final examinations as scheduled. D. Present self in a professional manner in clinical and academic settings. 1. Example: Attend clinical following uniform policy, including appropriate hygiene with no detectable scents or odors. 2. Example: Wear appropriate clothing that is not distracting or offensive when in the learning environment. E. Utilize computers correctly, effectively and professionally to acquire information and to communicate with others. 1. Example: Use blackboard to collect course information. 2. Example: Utilize clinical computers to deliver safe patient care. 3. Example: Utilize the internet to collect current information from appropriated sources to provide appropriate patient care. 4. Example: Communicate via in a professional and ethical manner. V. Sensory A. Hearing sufficient to assess health needs. 1. Example: Hear an alarm, accurately measure blood pressures by auscultation, assess breath sounds, and hear a cry for help. B. Vision sufficient for assessment necessary to deliver appropriate care. 1. Example: Observe a patient accurately, at a distance and close at hand. Accurately interpret non-verbal communications. 2. Example: Read the scale on a syringe and the dial on the sphygmomanometer. 3. Example: See a change in skin color. Distinguish color changes for the purpose of laboratory testing. C. Sense of touch sufficient to perform a physical procedure and to detect movement 1. Example: Detect pulsation; palpate an artery or vein. 8