Annual Program Review Form Medical Assisting Program

Annual Program Review Form Medical Assisting Program Department: Health Care Technology Contact Person: Margaret Guichard Date: April 13, 2010 1. Description of Program and Services and their Locations: The Medical Assisting Program moved back to the John Adams Campus in fall, 2009. The Medical Assisting and Health Information Technology Program are on the third floor together making it more convenient for students who take classes within both programs. The computer lab was also moved to the third floor allowing us to provide more open lab hours for students. The MA and HIT faculty share an office which allows us to discuss course materials, student issues, and program planning. The Medical Assisting classroom was fitted with a smart classroom complete with a new DVD player and document camera. It is used by other HCT faculty when needed. The clinical exam room had privacy curtains installed to divide the room and provide student privacy when performing specific procedures, such as electrocardiograms and positioning patients. 2. Data regarding Personnel, Student Contacts, Expenditures, and Productivity: The Medical Assisting Program currently employs two full-time faculty and one part-time faculty at this time. The staff share 30% of the department secretary position and employs a student lab aid on a semester basis when funds are available. The Medical Assisting Program received grant stimulus money for a new certificate program called Medical Evaluation Assistant (MEA). This is a joint project with Jewish Vocational Services (JVS) which will provide job search, resume and interviewing preparation, and job placement services. The equipment funds were used to purchase a bed-side table with sharp-container holders and drawers to be used in the clinical exam room. The instructionally-related funds will be used for a lab aid for the clinical courses, MEA program advising and orientation, and course outline development. The instructional funds will be used to add courses to the schedule as needed to complete the MEA project requirements. 3. Data regarding Student/Employee Satisfaction as available: 2009 Accreditation Annual Report Data: 74.3% student retention rate overall 62.9% graduate placement overall based on survey results from 2004-2008

2008-2009 Graduate survey indicated that 100% of the students were satisfied with their training. Because of low placement, the employer survey was not done. It will be included with the employer survey for the graduate employer survey. Recent enrollment figures indicate that a high number of new enrolled students have at least two-years college education, with many of them with four-year degrees. We believe this new trend is caused by the lack of employment in California and the decreased economy. 4. Data Trends: Our recent graduate survey indicated that the decreased economy has impacted the health care community. Many outpatient facilities have hiring freezes or are retraining personnel who have been displaced. This has affected job placement for the Medical Assistant. Although the projected job growth for medical assisting is still high, the demand in California has been lower than the rest of the country. Only four out of ten students who returned surveys found a job as a medical assistant from the last graduating class. Two of the students went onto higher education, two had babies and did not enter the work force, but two were still looking for employment at the time of the survey. Of the four students who are employed, they are happy with their positions. 5. Internal or external developments affecting the department during the past year: The Medical Assisting Program moved back to the John Adams Campus in fall, 2009. Because of ongoing work in Room 303, the clinical class moved back to Room 303 in spring, 2010. Having counseling, library, credit matriculation, and other services in one building has helped students feel more connected with the college and has improved moral. The biggest impact to our program is the increase in enrollment due to the current economy. We had 76 students attend our joint MA/HIT orientation; the largest group ever attending an orientation. This increase put stress on classroom enrollment and we were unable to accommodate many first-semester students. The lack of enough Anatomy 14 classes, which is required in the first semester, prevents students from enrolling in many second semester courses. This will increase their completion time by at least one semester. The required class cut-backs further impacted our program since we only offer one section of each class every semester, with some classes being offered only once a year. The increased enrollment and class cut-backs have negatively impacted our program with students looking to other institutions to replace classes. Many of our students receive unemployment benefits or are in special programs which have time limits. If a student is unable to enroll in a class or if a class is not offered because of cut-backs, students will not have sufficient funds to complete the program.

6. Progress to date on prior years planning objectives: a. The Medical Assisting Program moved their Award of Achievement Programs to majors in spring, 2009. This was approved by the curriculum committee and beginning fall, 2009 all students entering the program will earn an Associate of Science in Medical Office Assisting or Medical Administrative Assisting. b. After revising two course outlines from two units to three in fall, 2009 three of our certificate programs were updated and approved to reflect these changes. The Medical Receptionist and Medical Evaluation Assistant certificates were approved by the State, January, 2010. Students can petition for the Medical Receptionist Certificate in spring, 2010 and the Medical Evaluation Certificate in fall, 2010. c. All the Medical Assisting course outlines were revised and approved by the Curriculum Committee in fall, 2009 with the exception of one which is still a work in progress. d. Five Medical Assisting/HIT courses have been tech-enhanced to prepare students for computerized testing. Fifty percent of student testing is being accomplished online. e. Room 303 became a Smart Classroom for the Medical Assisting Program and has been in use since we returned in fall, 2009. f. New 22 flat screen monitors replaced old monitor in our computer lab in Room 301 in fall, 2009. We also replaced all the chairs. In February, 2010 new CPUs were installed in the computer lab replacing old computers which were no longer meeting our software needs. g. These new computers allowed us to install updated Medical Manager and 3M coding software. We are also utilizing new electronic health record software. h. The clinical exam room was fitted with curtain dividers to protect student privacy when performing specific procedures which require them to disrobe. i. Successful grant approvals have provided appropriate equipment for the clinical class. j. Partnership with JVS has provided wrap around services for students identified to participate in the Medical Evaluation Assistant Certificate Program. These services will lead to job preparation and employment as an outcome of the grant. 7. Assessment of Learning Outcomes: The Medical Assisting Program will continue to monitor course competency evaluations to access our learning outcomes in core classes, such as clinical procedures, phlebotomy, medical insurance and billing, and all computer application courses. We will continue to monitor the employer surveys to evaluate entry-level employment skills. 8. Summary of prior year s planning objectives: A review of the Medical Assisting Program s prior year s planning objectives indicates that we have met or exceeded our planned objectives. We additionally received CPUs and student chairs for our computer lab. We continue to update our

clinical equipment and supplies. We recently received CTE funds to purchase a skeleton and heart model for the classroom, as well as four new computer printers to replace old printers that no longer work properly in the computer lab and classrooms. 9. Master Plan Progress Employer surveys indicate that the Medical Assisting Program provides high quality entry-level education to all of its students. This is also reflected by student surveys and by the CCSF faculty evaluations as well as the accreditation faculty evaluations. The Medical Assisting Program provides two degree programs in Medical Office Assisting and Medical Administrative Assisting, and four certificate of achievement programs in Medical Office Assisting, Medical Receptionist, Medical Biller, and Medical Evaluation Assistant. The Medical Assisting Program provides preparation for the Certified Medical Assistant Exam (CMA), Certified Procedural Coder Exam, (CPC), and hopes to provide preparation for the Certified Outpatient Medical Biller Exam in the future. The Medical Assisting Program developed refresher courses to provider continuing education units for credentialed students, but has been unable to continue to offer these classes due to budget cuts. 10. Program major planning objective of the next fiscal year: a. Revise our MED 82 course outline to include other professional practice students enrolled in Health Care Technology Department Programs that do not currently have a work experience component. Work experience is a vital part of a student s education and provides networking and career opportunities. We want a course which will allow other health care students to participate and experience the health care environment, such as the EKG technicians, CVT technicians, and Medical Billing graduates. b. Focus on preparing and encouraging Medical Assisting students to write the Certified Medical Assistant (CMA) exam offered by the American Association of Medical Assistants, our accrediting body. In 2012, the lack of students sitting for the CMA exam will impact our program s accreditation status. Currently, writing of the CMA examination is not required for employment in California but should be a professional responsibility. c. Continue to tech-enhance courses so that all courses provide students with an online experience. The online testing, focus groups, and assignments allows more class time for interactive activities, such as case study discussions, projects, and student presentations. d. Continue to monitor student recruitment, retention, graduation, and placement success. e. Continue to work with outside business partners for special projects, such as the Health Academy with JVS. f. Obtain staff training to prepare for the ICD-10-CM and ICD-10-PCS implementation in 2013. We plan to begin offering the new classes in fall, 2012.

g. Continue to update our clinical supplies and equipment to reflect changes in health care and our community as required by our accreditation. h. Prepare for the accreditation self-study and site visit in 2012. i. Develop and maintain an online job announcement page for graduates of our programs. j. Continue to monitor the incorporation of the EMR in the health care industry and design and/or update course material as necessary. 11. Environment factors and six year plan: The most important factor affecting the Medical Assisting Program in the next six years is the implementation of the Electronic health record. We have already introduced a new course called MED 55, The Electronic Health Record, to prepare students for facilities which already use an EHR. Students need adequate entry-level computer skills to handle the evolving computer application programs effecting the health care environment. Additionally, students will need to be aware of the new laws affecting the privacy and use of protected patient data. Course material and computer application programs will need to be updated periodically to reflect these changes. 12. This statement verifies that the Medical Assisting faculty and staff have discussed the major planning objectives. 13. New Resources Needed: a. ICD-10-CM Retraining Faculty will require retraining for the 2013 implementation of the ICD-10-CM. This is a new alpha-numerical coding system which extends the coding from five to seven digits. Teacher training is required to be able to teach it in 2012. Course outlines will need to be updated to reflect these changes. Instructor retraining currently runs $5,000 from AHIMA and classes are being provided in the summer to accommodate teaching schedules. b. MEA Training Project The Medical Assisting Program is determine to complete the special project with the MEA certificate program for training, graduating, and placing 40 students over a two-year period. This project was mentioned in a previous question and is a joint project with JVS. Stimulus funds have been provided to complete this project.

CITY COLLEGE OF SAN FRANCISCO STUDENT LEARNING OUTCOME PLANS DIVISION: CCSF / Instructional DEPARTMENT: Health Care Technology PROGRAM: Medical Assisting Program COURSE: MED 71 - Electronic Management of Financial Medical Records CONTACT: Dory Rincon EXTENSION: (415) 561-1821 PROGRAM GOAL STATEMENT: To provide students with entry-level health information management skills. Expected student Learning Outcome: Students completing this course should be able to: Create and revise patient accounts using specialized software. Apply charges, payments and adjustments to patient accounts. Methods of Assessment: Students completing the course will be assessed by these assessment methods Computer generated reports to assess competency. Theory tests to assess System reports to assess competency. Theory tests to assess Measurement Criteria: Students completing the course will be measured based on these measurement criteria: Accuracy of the printed reports. Test scores of Accuracy of daily and system financial reports. Test scores to assess Summary & Analysis of data: Data gathered from the Externship Student Evaluation will be used to monitor computer application outcomes. Data gathered from the Externship Student Evaluation will be used to monitor computer accounting outcomes. Plan of action: Use of results and modifications: Monitor the evaluation forms and make unsatisfactory results. Monitor the employer surveys and make comments. Monitor the evaluation forms and make unsatisfactory results. Monitor the employer surveys and make comments.

Perform and manage insurance and billing procedures. Compare and contrast various financial activity reports involved in patient accounting. Computer generated reports to assess competency. Theory tests to assess Written paper comparing the various financial activity reports and their relation to accounting. Accuracy of printed reports. Test scores to assess Papers are evaluated for specific content specified by the instructor. Data gathered from the Externship Student Evaluation will be used to monitor billing and insurance outcomes. Papers will provide an assessment of understanding of report activity. Areas of weakness will be identified and addressed in class. Monitor the evaluation forms and make unsatisfactory results. Monitor the employer surveys and make comments. Discuss advisory committee input. Address areas of weakness in the classroom by further discussion and assignments.

CITY COLLEGE OF SAN FRANCISCO STUDENT LEARNING OUTCOME PLANS DIVISION: CCSF / Instructional DEPARTMENT: Health Care Technology PROGRAM: Medical Assisting Program CONTACT: Dory Rincon EXTENSION: (415) 561-1821 PROGRAM GOAL STATEMENT: To provide students with entry-level medical office assisting skills. Expected Student Learning Outcome Student will demonstrate the academic knowledge, theory, and skills consistent with the clinical competencies required for entry-level employment. Students will academic knowledge, theory, and skills consistent with the required administrative competencies for entrylevel employment. Students will academic knowledge and theory of general education courses in English and Math. Methods of Assessment Measurement Criteria Summary & Analysis of Data Assessment includes 70% passage of tests. Employer surveys tests for theory and 100% passage of clinical results. competencies. Passage of CMA. competency evaluations for clinical skills. Assessment includes tests for theory and competency evaluations for administrative skills. Students must complete English 90 or higher or ESL 170 or higher for program admission. Degree program students must complete English 1A with a C or higher. 70% passage of tests. 70-80% passage of administrative competencies. Student placement scores or transcript. Employer survey results. Passage of the CMA or CPC exams. Students qualify for Certificate or Degree. Plan of Action Continue to update the curriculum to meet accreditation requirements and community needs. Continue to update the curriculum to meet accreditation requirements and community needs. Continue to require entry-level English and Math skills.

Students will theory for passage of the CMA, RMA, CPC, CCS-P certification exams. Students will complete a minimum of 196 hours of professional practice work experience. Students will theory for seeking employment to include job search and interviewing techniques. Students take a series of practice exams to prepare for the CMA, RMA, CPC, or CCS-P exams. Students receive test preparation instruction. Students are placed in medical facilities which provide instruction in clinical and administrative activities to complete required hours. Students are provided with instruction to include employment preparation and job search. Students must score 70% or higher on practice preparation exams. Medical facilities complete a student evaluation at the end of the professional practice. Students must score 70% in the areas of evaluation. Student placement and employer surveys. Passage of CMA, RMA, CPC, CCS-P exams. Passage of 70% or higher in facility evaluation of student. Employer survey results. Continue to monitor the testing environment to prepare students. Continue to require professional practice hours for student learning. Continue to update students on job availability and searches. Students will knowledge of the Scope of Practice for Medical Assistants in California. Students complete an Internet assignment which requires them to research the scope of practice law and complete a questionnaire regarding medical assistant skills for California. Students must score a 70% or higher on assignment. Employer survey results. Continue to monitor the Scope of Practice laws for medical assistants in California.