Department/Program Review Self-Study Report 2013-2014

Department/Program Review Self-Study Report 2013-2014 Department: Health Information Management (HIM) Program: Health Information Management Associate Degree, HIM.S.AAS Section I: Overview of Department A. Mission of the department and its programs(s) What is the purpose of the department and its programs? What publics does the department serve through its instructional programs? What positive changes in students, the community and/or disciplines/professions is the department striving to effect? The mission of the Health Information Management Department is to facilitate student learning through academic preparation and clinical experience allowing graduates to function professionally in health information positions in a variety of healthcare settings. The department serves healthcare consumers and providers in the area by providing graduates who are knowledgeable in the collection and analysis of healthcare data, the dissemination and privacy of healthcare information and the management of healthcare systems including reimbursement, research, planning, quality assessment and release of information. B. Description of the self-study process Briefly describe the process the department followed to examine its status and prepare for this review. What were the strengths of the process, and what would the department do differently in its next five-year review? The department faculty began meeting weekly in September 2013 to complete our self-study process. We brainstormed ideas regarding different methods for assessing ourselves. Our department already performs a selfstudy and performance improvement process each year as part of our ongoing accreditation (this is described later in this document). We identified our customers, listing what we felt their expectations were, and how we have assessed whether we were meeting those expectations. We identified additional information that we wished to gather and/or analyze. We spent a great deal of time gathering data from multiple sources. We solicited input from other Sinclair academic departments who require our courses, gathered data from external sources, and analyzed the general education outcomes and professional program outcomes in each course to assure they were all mapped correctly to particular courses. We worked collectively as a group. Drafts were written and edited by the faculty and support staff. Data reports which support the narrative were created and placed in the appendices. The final report was approved and submitted.

2 Section II: Overview of Program A. Analysis of environmental factors This analysis, initially developed in a collaborative meeting between the Director of Curriculum and Assessment and the department chairperson, provides important background on the environmental factors surrounding the program. Department chairpersons and faculty members have an opportunity to revise and refine the analysis as part of the self-study process. Key stakeholders identified include students, employers, graduates, our accrediting agency (Commission on Accreditation of Health Informatics and Information Management Education CAHIIM), four-year HIM programs, clinical site supervisors, faculty, other Sinclair departments who require our courses, the Distance Learning department, the Ohio Board of Regents (OBR), Ohio Department of Rehabilitation and Correction (ODRC), Tech Prep program, and the HIM Advisory Committee. The department assesses how well our customers' needs are being met through: student course evaluations (HIM departmental survey and campuswide survey) performed in every section every semester regular meetings with our professional advisory committee, clinical site supervisors, and HIM full-time faculty monitoring of graduation rates, graduate performance on the credentialing examination, course and program attrition rates, graduate and employer satisfaction surveys and graduate job placement comparison of program outcomes with the most recent published competencies of our professional association informal meetings with other departments and faculty feedback from adjuncts analysis of course content using Quality Matters standards (higher education standards used to certify online and blended courses) comparison of OBR s Transfer Assurance Guarantee outcomes Challenges and concerns identified include: maintaining an adequate number of clinical affiliation sites for our enrollment difficulty recruiting HIM faculty due to the disparity between Sinclair's salary and industry salaries for the same educational level graduates are either not taking credentialing exam after graduation or procrastinating for long periods of time resulting in lower scores student dissatisfaction with time between eligibility for admission and actual admission to the program converting our courses to incorporate the new ICD-10-CM/PCS coding system course coordination responsibilities are time-consuming and resource intensive experiencing extensive program growth especially with remote cohort continuing to monitor state authorization improving the access and technology issues for incarcerated students

3 nationally advertising our online HIM program job market saturation in the Miami Valley area B. Statement of program learning outcomes and linkage to courses Include the program outcomes for each program(s) in Section V. This report (along with our course list/curriculum) can be found in Appendix A. The HIM course list/curriculum is also found in Appendix A. The HIM curriculum requires a grade of C or better in ALL courses to continue and graduate from the program. C. Admission requirements List any admission requirements specific to the department/program. How well have these requirements served the goals of the department/program? Are any changes in these requirements anticipated? If so, what is the rationale for these changes? Admission requirements for the Health Information Management Degree Program exceed those for admission to the college and include: Successful completion of any identified DEV requirements Completion of HIM 1101, Medical Terminology (HIM 121 & 122 in quarters) with a C or better Completion of BIO 1121, Human Anatomy & Physiology (BIO 121 in quarters) with a C or better Minimum GPA of 2.0 These admission requirements became effective Fall 2008. Historically, success in Biology is a strong indicator of success in the HIM program. Students who likely will not be successful in the program will be identified early and counseled into another career path without wasting their time and resources. The average attrition rate in the local cohort two years preceding the change in admission requirements was 41.64%. Since the change in admission requirements, the attrition rate in the local cohort has declined. In 2010, the remote cohort became fully operational. The attrition rate of the remote cohort from 2010 to present also remains below the average attrition rate of the local cohort prior to 2008.

4 Cohort Start Year # started + reinstatements # attrition # graduated Attrition Rate 2006 31 14 17 45.16% 2007 21 8 13 38.10% 2008 43 13 30 30.23% Local Cohort 2009 32 11 21 34.38% 2010 34 12 22 35.29% 2011 33 7 26 21.21% 2012 32 10 2013 31 Remote Cohort 2009 9 4 5 44.44% 2010 14 5 9 35.71% 2011 22 7 15 31.82% 2012 26 5 2013 48 There are no admission requirements for the Medical Coding and Billing Specialist Certificate.

5 Section III: Student Learning A. Evidence of student mastery of general education competencies What evidence does the department/program have regarding students proficiency in general education competencies? Based on this evidence, how well are students mastering and applying general education competencies in the program? During semester conversion, all general education outcomes were mapped for all assessments in HIM courses. Individual assignments within each course evaluate the general education competencies as described below. Noteworthy: Claudia Potts, full-time faculty is currently on the college-wide Curriculum and Assessment Committee. This committee is charged with creating rubrics for assessing general education competency across the curriculum. General Education Competencies Computer Literacy o Courses in the HIM program are available both online and on-campus. All on-campus courses are web-enhanced. Students are instructed to communicate with faculty via ANGEL email. All course e-lessons, lectures, assignments, narrated PowerPoint presentations, and course resources are available to the students online. Students are required to complete various online discussion forums, drop-box assignments, and assessments. o Student assignments require the use of various software programs to create documents word-processed with specific formatting, utilize spreadsheets, and create narrated PowerPoint presentations. o Students are required to access and use various professional HIM software via virtual access. o Students are required to access external web sites and other resources to complete assignments. Information Literacy o In various HIM courses, students are required to access professional journals to complete assignments. o Throughout the curriculum, students are assigned various research papers that require finding credible resources, including peer-reviewed journal articles. o Students have access to various textbook and reference materials that are not required by the program to research content areas. o Students are required to use campus resources such as Career Services to develop work-force ready skills. Written Communication o Across the curriculum, students are given assignments (eg. written assignments, research papers, discussion forums, reflection papers)

6 with the expectation of writing and documenting in a professional and technical manner. o Grading rubrics with expectations are provided with the assignments. o Written communication is assessed as a Professional Behavior. o Written communication is assessed by the student s Professional Practice Experience Site Supervisor who is a HIM professional employed in the HIM field. o Students engage in peer feedback for written communication via discussion forums and cause-and-effect analysis assignments. Oral Communication o In the HIM Capstone course, students are required to create narrated PowerPoint presentations. These presentations are critiqued by the Instructor and the students peers. o In Medical Terminology courses, correct pronunciations of medical terms are provided and assessed via audio applications in ANGEL. o Oral communication is assessed by the student s Professional Practice Experience (PPE/clinical) Site Supervisor who is a HIM professional employed in the HIM field. o Oral communication is assessed as a Professional Behavior. o A mock job interview is videotaped in the HIM Capstone course. A rubric is used to assess student verbal responses and capabilities. o Students are required to critique multiple conversations between a HIM professional and customers requesting copies of health records. Values, Citizenship, and Community o Professional Behavior Assessments evaluate ethical behaviors aligning with the HIM profession. o Every student is required to complete a 150-hour PPE prior to graduation. o Students are required to follow the ethical standards for coding which are based on AHIMA s Code of Ethics. o Within the first weeks of the cohort, students are required to join the national and state HIM professional associations. o The HIM program cohort elects a student liaison to represent the student group at the local HIM association level and on the HIM Advisory Board. o Responsibility, Commitment to Learning, and Professionalism are assessed as Professional Behaviors. o Cultural competency and accountability is assessed through each student s PPE. Problem Solving/Critical Thinking o Specifically addressed in numerous assignments and assessments across the curriculum in all courses. o PPE culminates experiences used to assess a student s ability to problem solve and think critically in a professional setting. o Professional Behaviors are assessed in every course.

7 o PPE assesses these competencies directly. B. Evidence of student achievement in the learning outcomes for the program What evidence does the department/program have regarding students proficiency in the learning outcomes for the program? Based on this evidence, how well are students mastering and applying the learning outcomes? Based on the department s self-study, are there any planned changes in program learning outcomes? Accredited HIM programs must contain curriculum that is based on competencies and knowledge clusters established by AHIMA. These are based upon a national workforce study updated every 2-5 years. As a result, the HIM curriculum is under constant re-evaluation and revision. As stated above, the department undertook curriculum assessment during and after semester conversion. Using the data gathered from the gap analysis, we revised our associate degree curriculum to conform to the 2011 professional competencies and knowledge clusters. In addition, students must successfully complete two mock credentialing examinations to demonstrate their comprehension and mastery of didactic and lab material. PPE (a total of 150 hours) assess the students' ability to transition their skills and competence from the classroom to the work environment. Both the PPE supervisor and the faculty evaluate student performance via projects, evaluations and professional behavior assessments. Our annual Employer and Graduate Surveys indicated that employers are highly satisfied with the graduates, and our graduates are satisfied or highly satisfied with their experience in the HIM program. Annual Satisfaction Survey Year Graduates Employees 2010 100% 100% 2011 100% 100% 2012 100% 100% C. Evidence of student demand for the program How has/is student demand for the program changing? Why? Should the department take steps to increase the demand? Decrease the demand? Eliminate the program? What is the likely future demand for this program and why? HIM Degree: Student demand for the HIM associate-degree program continues to be high since our last department review. Much of this interest and growth can be attributed to our fully online program which went into effect in 2008. The online program was originally designed to provide access for remote students (those living outside the local 14-county Miami Valley area). However, in addition to growing demand from the remote students, we have found that our local students often prefer the online method of taking classes.

8 As of October 2013, we have a total of 875 HIM.S.AAS declared major applicants (Q-status). For the local cohort, of those 875 students, 173 have completed all program prerequisites and are on an eligibility waiting list for the cohort-restricted courses. Our program accepts up to 35 students each fall term for the local cohort. The constraining factor to admitting more students each year into the local cohort is a lack of additional acute care clinical sites in the Miami Valley area. Our accrediting body requires students have specific clinical experiences and local health care facilities are unable or reluctant to facilitate additional HIM clinical students. We have also found that student demand has motivated many of our local area eligible students to switch from the local cohort to the remote cohort in order to accelerate their entry into the program s restricted courses. Electing this option requires them to often drive an hour or more to their PPE site outside the local 14-county area. For the 2013-2014 year, of the 60 active remote cohort students in the program, 21 reside in the local 14- county area. In addition, of the 875 applicants, 142 are remote cohort students including 23 who currently have the program prerequisites complete and are eligible to start the restricted courses at our next entry point, Fall 2014. Our remote program has grown significantly since its inception in 2008 and it shows no signs of slowing down. Cohort Start Year Remote Cohort Only # starting cohort # graduated % graduated Fall 2013 37 + 2 reinstates = 39 (39 active) Fall 2012 25 + 1 reinstate = 26 (21 active) Fall 2011 20 + 2 reinstates = 22 15 68.18% Fall 2010 14 9 64.29% Fall 2009 9 5 55.55% Our program is 37 years old. The demand for graduates in the greater Dayton area has been fairly stable in the last several years as a result of a market preparing for a major coding system upgrade to ICD-10-CM/PCS which is scheduled to be implemented in the United States on October 1, 2014. This major change in healthcare coding will increase demand for coders since the classification system is more complex and timeconsuming. The healthcare market seems to absorb our graduates fairly well, but getting a job can take from 3-6 months.

9 The demand nationally for HIM associate degree graduates with RHIT certification is high. The Bureau of Labor Statistics rates HIM as a fastgrowing profession (21%) through 2020. Many areas of the country demonstrate high-demand markets. Demographically, the average age of our students is about 37 for the degree program. These students are frequently employed full time and more often want to take courses in an online learning format. Health Information Management is a profession that lends itself to distance learning delivery since strong computer skills are an indicator of success. Medical Coding and Billing Specialist Certificate (MCBS): Enrollment reported during our last review reflected an average of 40-50 certificates issued annually. As noted in the chart below, certificate completion increased between 50% - 264% over the last 5 years. Medical Coding and Billing Specialist Certificates Issued 2008-09 2009-10 2010-11 2011-12 2012-13 105 181 182 177 75 As of October 2013, we have 550 students on record who have declared MCBS.S.STC. It is a common pattern to see students take courses toward this certificate while awaiting admission to the other LHS cohort programs. While many students list it as an academic goal, some students fail to complete it when they gain acceptance into their desired degree program or max out of their financial aid. In addition, upon taking their first coding course, some students determine that coding does not appeal to them. The MCBS has become a regular pipeline for students who like coding and are good at it, to apply to the HIM degree program. These students tend to be successful in our program because they have already "test driven" one aspect of the field of study and like it. We believe the decline for 2012-13 and projected decline for 2013-14 can be attributed to good academic counseling. Students who plan to continue on for their HIM degree have been counseled to postpone taking HIM 1201 and 2262 prior to Fall 2014 due to the upcoming national coding change to ICD-10- CM/PCS. D. Evidence of program quality from external sources (e.g., advisory committees, accrediting agencies, etc.) What evidence does the department have about evaluations or perceptions of department/program quality from sources outside the department? In addition to offcampus sources, include perceptions of quality by other departments/programs on campus where those departments are consumers of the instruction offered by the department.

10 Accreditation: The HIM Program is accredited by the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM). It has been accredited since its inception in 1976, and each accreditation review over the years has resulted in the highest-level accreditation status. The accreditation process in place since 2005 is outcome-based. Each year, the program submits an Annual Program Assessment Report (APAR) which details outcomes for the previous year. A copy of the most recent report may be found in Appendix B. Additionally, each program is responsible for creating a continuous improvement, selfevaluation plan with objectives, assessment methods, action plans, and a reporting structure. The department uses this Self Study to focus action on areas of declining or unacceptable performance by students on external measures, such as the Registered Health Information Technician (RHIT) exam. A copy of the most recent Program Self Study (Continuous Improvement Annual Update 2012-2013) can be found in Appendix B. We use this document to focus our improvement efforts and provide a map for ongoing self-evaluation. One of the primary measures of program quality is the success of graduates on the RHIT exam each year. Program graduates had a 100% pass rate on the exam from 2008 2012. Data for the 2013 class is incomplete. Sinclair's HIM program graduates have an impressive 98.56% pass rate cumulatively over the entire 37-year existence of the program (n=486). Advisory Committee: The HIM Program Advisory Committee meets once a year and consists of HIM professionals representing all aspects of healthcare practice. This group is part of our reporting structure for our Program Evaluation Plan. They serve as an external resource for feedback on professional issues, trends and changes in community needs for HIM professionals. During our curriculum revision, they reviewed and critiqued proposed changes, and made suggestions for additional skill and knowledge outcomes. The membership list of our Advisory Committee can be found in Appendix B. Professional Practice Experience (PPE) Feedback: Our clinical coordinator meets regularly with each PPE site supervisor to identify and resolve concerns. The clinical coordinator obtains valuable "real world" input concerning the structure and content of the PPE course (HIM 2252) from the site supervisors with the once-a-year personal meeting with each of them. In addition, a satisfaction survey is distributed each year to the PPE site supervisors requesting comments and any concerns regarding PPE. Internal Customers: The department solicited feedback from internal customers and distributed a survey to department chairs of programs which require HIM 1101 Medical Terminology. On the Medical Terminology survey, we received 5 responses out of 9 departments who received it. All five responses indicated that the courses were valuable to the students in their curriculum and no improvements were suggested.

11 Graduate Satisfaction: Our accreditation agency requires that we annually collect data on graduate satisfaction. We combined these survey questions with the information needed/collected by Sinclair s Research, Analytics & Reporting department. The survey document requests feedback regarding the cognitive, psychomotor and affective domains in addition to the student s overall experience at Sinclair. Our most recent survey included the 2012 graduates. The return rate was 47% and results were very positive. One hundred percent of students indicated strongly agree or generally agree for each rating indicating that Sinclair provided an overall academic experience that prepared them for the workplace as an HIM professional. The survey of 2013 graduates is now underway. See Appendix C for a copy of the survey form. Course Evaluations: The Health Information Management Department requires that all full- and part-time faculty administer standard course evaluations to students at the completion of each course. This has been a departmental requirement for over 27 years. The results of these course evaluations are used both for the course coordinator reviewing the structure, content, and methods of assessment in a course and additionally for the instructor to use as feedback for improving their own classroom performance. The data is used by faculty when applying for meritorious teaching and is used as one of many inputs when mentoring new faculty. A copy of the course evaluation form is found in Appendix D. E. Evidence of the placement/transfer of graduates What evidence does the department/program have regarding the extent to which its students transfer to other institutions? How well do students from the department/program perform once they have transferred? What evidence does the department have regarding the rate of employment of its graduates? How well do the graduates perform once employed? Health Information Management Employer Satisfaction: Our accreditation agency also requires an employer satisfaction survey be completed for reporting on our APAR report. The current employer survey is now in process. As in the graduate survey, the cognitive, psychomotor, and affective domains are addressed. An overall rating with suggestions and comments is also included. Based upon our prior employer survey in 2013, area employers are very satisfied with the HIM education at Sinclair. Placement Rate: We have detailed data on placement for the last two graduating classes. In the 2011 class, 80% (20/25) are employed in HIM or continuing their education. In the 2012 class, 82.4% (28/34) are employed in HIM field or continuing their education. As noted above, we are fairly comfortable with our placement rate in the greater Dayton area. Historically, we have found there are usually 1-2 students in each class who choose not to seek employment in the field for a variety of reasons: stay-at-home motherhood or a change in family situation, a present job paying more than they can make in HIM, etc. Now

12 that the remote cohort adds a new dimension to our student population and placement rates, we are finding the placement rate is staying steady. Medical Coding and Billing Specialist Certificate The department has not had in place a process for identifying the success of certificate students in obtaining jobs. Anecdotal feedback from students is that finding their first job in the field is difficult, not because jobs are unavailable, but because most physician practices want to hire someone with experience. Students have had more success finding jobs with physician billing companies who often have formal programs for orientation and training of new employees. F. Evidence of the cost-effectiveness of the department/program How does the department/program characterize its cost-effectiveness? What would enhance the cost-effectiveness of the department/program? Are there considerations in the cost-effectiveness of the department/program that are unique to the discipline or its methods of instruction? The average class size for HIM in Academic Year 12-13 was 21.24 for all sections. Our FTE/ FT faculty was 33.9 as compared to 18.9 for the division. Our cost per FTE was $3,371 compared to $7,620 for division. Our contribution margin per FTE for 2013 was $6,344 for a total contribution of $1.29 million. We determined that it was not practical to compare our program data to those departments outside allied health because of the unique cohort structure, clinical costs, and accreditation requirements.

13 Section IV: Department/Program Status and Goals A. List the department s/program s strengths, weaknesses and opportunities Strengths Established and nationally well-respected program within our profession Faculty who work collaboratively to improve student learning All current full-time faculty hold professional credentials and four of five hold an advanced-level degree Recent position addition for an Online HIM Coordinator Curriculum is technically current and reflects the national association 2011 (current) competencies and knowledge clusters for HIM two-year associate degree programs Fully-online curriculum allows flexibility for local cohort students and enrollment opportunities for remotely located students in Ohio and outside Ohio Up-to-date technology and software which is representative of the clinical coding systems used in local health care facilities. Excellent outcomes on the national credentialing exam over the last 30 years Strong success in placement of graduates Consistently high ratings from both graduates and employers based upon surveys Strong support of the program by the program Advisory Committee and the local HIM professional community Opportunity for students employed during the day to enroll in the HIM program due to its fully-online curriculum Support of the Miami Valley Tech Prep program coordinating proficiency exams for Medical Terminology Provide liaison who coordinates activities related to HIM Tech Prep undertakings Weaknesses Course Coordination for both online and on-campus courses is timeconsuming and extremely difficult for a faculty member to develop updated, engaging activities and assignments while trying to maintain current course and adjunct faculty support. Recruiting full- and part-time professional faculty is difficult due to our inability to compete with other employers in terms of compensation. There are six (6) full-time faculty in the HIM department. Of those six, there is currently one full-time faculty vacancy and another vacancy will occur at the end of spring semester 2014. Unfortunately with full-time turnover over the last couple years, it has been difficult filling open positions and getting new faculty up to speed quickly especially with the national coding change to ICD-10-CM/PCS being incorporated at the same time. This has placed a heavy workload on the remaining faculty.

14 The first semester in the second year of the HIM curriculum is a challenge for students due to the level of difficulty in the three required courses. Upcoming new Learning Management System (LMS) will require all faculty to transform their courses into the format and nuances of a new LMS. Lack of adequate Administrative Assistant support limits program growth. There is a limited number of local clinical affiliation sites for students due to competing demands for facility staff and the increasing number of HIT distance learning programs. Mergers of area hospital systems have limited the variety of clinical experiences previously available. Due to increased outsourcing and remote access (at-home employees) of HIM functions, student clinical experiences in acute care settings are being affected. Waiting to enter the limited-enrollment cohort courses deters prospective students from pursuing Sinclair s HIM program. Students need access to an electronic health record (EHR) system that reflects the same system local facilities are utilizing. Opportunities Students need exposure to Epic which is the EHR that is being utilized in most of the Dayton and Cincinnati-area health networks. Marketing our fully-online program (in both regional and national market areas) would increase the size of the remote cohort. Employment outlook for HIM graduates nationally is excellent due to a variety of factors, privacy laws, and HIPAA. Our professional education accrediting agency just released finalized revised HIM curricula for all academic levels effective 2015. Early success with our accelerated program completion - running a pilot remote cohort Spring 2014 on an experimental fast track to graduate eligible students one year earlier (May 2015 versus May 2016) than if they waited until the standard entry point of the Fall term to begin limitedenrollment courses. State authorization process continues to increase the number of states permitting Sinclair online courses and clinicals within their borders. B. Describe the status of the department s/program s work on any issues or recommendations that surfaced in the last department review. Recommendations (and status) from 2007 Review: 1) Closely monitor the balance of graduates and job opportunities: Completed as evidenced by our continually +80% job placement of graduates. 2) Articulate the SCC program with the baccalaureate program at University of Cincinnati: Completed August, 2010.

15 3) Assess offering Sinclair s HIM program fully online: Completed, effective Fall 2008. 4) Develop a succession plan to ensure leadership for the department: Completed 2008 with Barb Wallace (exiting chair) remaining as faculty for one year with Karen Motley (new chair) as Chair. 5) Position department for needs for migration to ICD-10: Completed as of 2013 graduates (and also currently occurring in prep for the Oct 1, 2014 national implementation). 6) Investigate how students who have studied previously at proprietary institutions and now wish to enter Sinclair s program might be best served: Completed 2012 with proficiency exams developed for all HIM courses. 7) Encourage all graduates of the program to take the national certification exam: Completed 2010 and continuous, now that the exam can be take in the last term of the program, we have created incentive in our Capstone course to reward early exam takers/passers. 8) Monitor impact of the program s new prerequisites on student success: The average attrition rate in the local cohort two years preceding the change in admission requirements was 41.64%. Since the change in admission requirements, the attrition rate in the local cohort has declined. See Section II.c. for further details. 9) Consider alternative admission practices in order to enable students to begin the program at multiple points in the year: Completed spring 2014 as 18 students began their cohort courses as early starters (2.5 years to complete cohort courses) or fast track (1.5 years to complete cohort courses). C. Based on feedback from environmental scans, community needs assessment, advisory committees, accrediting agencies, Student Services, and other sources external to the department, how well is the department responding to the (1) current and (2) emerging needs of the community? The college? Healthcare Community As a department, we feel we are meeting the current needs of the healthcare community in supplying well-trained graduates to meet the job demands of the 21 st century healthcare environment. Our employers are well-satisfied with the skills and knowledge of recent graduates as per our graduate survey and our Advisory Committee. The federal government has set a date for implementation of ICD-10-CM/PCS coding, and we have adapted our curriculum and course material in our program to produce graduates equipped with the knowledge and skill to successfully code using this new coding system. We worked with Workforce Development to create continuing education for ICD-10-CM/PCS for community coders. This training has been extremely appreciated and received by the Dayton-area healthcare networks.

16 College We were the first Sinclair fully-online technical degree. As the trailblazers in online learning with a cohort degree, collaborating with various departments to have all services offered online (academic advising, tutoring, financial aid, etc.) has been a learning process but our growing cohort numbers provide evidence of the successful teamwork that has resulted. Our online program continues to grow enrollment for the college. Our HIM 1101 Medical Terminology course continues its status as a HIM Transfer Assurance Guarantee (TAG) course with OBR. D. List noteworthy innovations in instruction, curriculum and student learning over the last five years Implemented a fully-online curriculum Our first-year cohort has grown from a total of 43 starting students in 2008 to 78 starting students in 2013 (that s an 81% increase!) The trend in the HIM program has gone from 59% traditional vs. 41% online students in 2010 to 35% traditional to 65% online students in 2012. This trend of less demand for traditional continues. Appendix E contains more data comparing traditional vs online learning results. Converted the HIM curriculum, both on-campus and online courses, from quarters to semesters Developed the Health Record Technician short-term certificate for the Ohio Department of Rehabilitation and Correction (OCR&C) Department in 2013. Incarcerated students can earn this certificate with the potential of employment within ODR&C s healthcare network with OBR upon release from incarceration. HIM online courses were developed for this certificate. Received approval for HIM 1204 Medicolegal and HIM 2165 Reimbursement courses as HIM TAG courses Mandated that each student entering the HIM program is counseled by a faculty advisor prior to the student entering the cohort along with the creation of My Academic Plan (MAP), which is based on their desired course load and work schedule. This MAP becomes the basis for each student's course registration every semester. It also allows us to better plan the number of needed sections of courses. Incorporated grading rubrics for assignments and discussion forums Created an online new HIM Student Orientation Collaborated with the Computer Information Systems (CIS) department to develop the Health Information Technology Applied Technical Science (HIT.S.ATS) degree and the 2+2 Articulation Agreement with Miami University of Middletown Faculty and staff member awards include Professor Emeritus, SOCHE, The Chair Academy s 2013 International Exemplary Leadership Award, The John and Suanne Roueche Teaching Excellence Award (League of Innovation), Instructional Technology Council s Award for Outstanding

17 elearning Faculty, PIECE of Excellence Award (Sinclair staff), and Life & Health Science s LEE s Award E. What are the department s/program s goals and rationale for expanding and improving student learning, including new courses, programs, delivery formats and locations? As a result of the success rate data received for semester courses (12/FA, 13/SP & 13/SU), we are aware of the undesirable (although not totally unexpected) success rate in online HIM 1201 (72.92%) and HIM 2262 (47.06%). A copy of the on-campus and online course comparison is found in Appendix F. o Both of these coding courses are scheduled this year for revision with the Distance Learning department. Our goal for these revisions is not only to include the new ICD-10-CM coding system but also to transform and enhance the coding courses with narrated PowerPoints, how to video recordings, and course material and assignments to provide remediation for improved student success. Investigate the option of developing and offering an advanced ICD-10- CM/PCS course for non-cohort students. Expand the planning schedule of courses to change the curriculum so that there are other options for the difficult first semester in the second year. Students in coding courses struggle with concepts that may be explained and understood in a more focused and one-on-one environment. Investigate running an open coding lab where students can obtain personalized coaching with coding theories and course materials. With the ensuing issues of coding concept lapses and coordination between HIM 1201, HIM 2110 and HIM 2211, investigate the position of a possible Coding Course Coordinator. With our accrediting body mandate for decreasing attrition and state budgetary emphasis on completion, competitive admission requirements should be examined and considered, especially for the local cohort. F. What are the department s goals and rationale for reallocating resources? Discontinuing courses? Goals Update the Virtual HIM Department Tour (a video created in 2008 and badly in need of updating) Continue to seek an electronic health record system that prepares students for Epic, the EHR system that is currently used by most Dayton-area health networks

18 Increase success rates in HIM 1201 and 2262, especially in online courses. Review and probably revise the HIM curriculum in light of the new revised HIM curricula for all academic levels effective 2015 Reallocation/Discontinuation No reallocation of resources at this time. G. What resources and other assistance are needed to accomplish the department s/program s goals? Qualified Professional Faculty - our program growth is prohibited by the lack of qualified applicants to fill our full-time faculty vacancy (soon to be two vacancies) due to our inability to compete with other employers in terms of compensation Administrative Assistant support our program shares a part-time 28-hour per week Administrative Assistant with ALH, MAS and multiple other programs. Our programs need a full-time Administrative Assistant to provide needed support for all programs and certificates. Coding Course Coordinator to develop the annual coding updates for each coding course, ensure oversight and synchronization between the program s coding courses, and develop the much-needed audio, video and graphical presentations required for demonstrating difficult-tounderstand coding processes. Coding is a major focus in our curriculum and it is continually challenging to provide training, course material and coordination to assure optimal student learning.

Section V: Appendices: Supporting Documentation 19

2011 AHIMA Curriculum Competencies and Knowledge Clusters Health Information Management Associate Degree Knowledge Cluster Content List the Course Number(s) That Address Each Knowledge Cluster 1. Biomedical Sciences Anatomy (Analyzing, 4) HIM 2110, HIM 2278 Physiology (Analyzing, 4) HIM 2110, HIM 2278 Medical Terminology (Analyzing, 4) HIM 1101, HIM 2210, HIM 2278 Pathophysiology (Analyzing, 4) HIM 2110, HIM 2278 Pharmacotherapy (Analyzing, 4) HIM 1165, HIM 2110, HIM 2278 2. Health Data Structure, Content and Standards 1. Data versus information (Analyzing, 4) HIM 1165, HIM 1217, HIM 2211, HIM 2233, HIM 2278 2. Health information media (such as paper, computer, web-based) (Analyzing, 4) HIM 1217, HIM 2110, HIM 2211, HIM 2233, HIM 2278 3. Structure and use of health information (individual, comparative, aggregate) (Analyzing, 4) HIM 1165, HIM 1217, HIM 2233, HIM 2278 4. Health record data collection tools(forms, screens, etc.) (Analyzing, 4) HIM 1110, HIM 2145, HIM 2211, HIM 2233, HIM 2278 5. Data sources (primary/secondary) (Analyzing, 4) HIM 1217, HIM 2110, HIM 2211, HIM 2233, HIM 2278 6. Data storage and retrieval (Analyzing, 4) HIM 1217, HIM 2233, HIM 2278 7. Healthcare data sets (such as OASIS, HEDIS, DEEDS, UHDDS) (Understanding, 2) HIM 1110, HIM 2145, HIM 1217, HIM 2110, HIM 2211, HIM 2278 3. Healthcare Information Requirements and Standards 1. Type and content of health record (paper, electronic, computer- based, e-health-personal, web- based) (Evaluating, 5) HIM 1217, HIM 2110, HIM 2211, HIM 2233, HIM 2278 2. Health record documentation requirements (such as accreditation, certification, licensure) (Evaluating, 5) HIM 1217, HIM 2110, HIM 2233, HIM 2252, HIM 2278 3. Data quality and integrity (Analyzing, 4) HIM 2110, HIM 2211, HIM 2233, HIM 2252, HIM 2278 4. Clinical Classification Systems 1. Classifications, taxonomies, nomenclatures, terminologies, and clinical vocabularies such as SNOMED- CT (Analyzing, 4) HIM 1201, HIM 1217, HIM 2110, HIM 2211, HIM 2278 2. Principles and applications of coding systems (such as ICD, CPT, DSM) (Evaluating, 5) HIM 1201, HIM 1217, HIM 2110, HIM 2211, HIM 2278 3. Diagnostic and procedural groupings (such as DRG, APC, RUGs) (Evaluating, 5) HIM 2110, HIM 2211, HIM 2278 4. Case mix analysis and indexes (Analyzing, 4) HIM 2165 5. Severity of illness systems(analyzing, 4) HIM 2211 6. Coding compliance strategies, auditing, and reporting (such as CCI, plans) (Evaluating, 5) HIM 2110, HIM 2211, HIM 2278 7. Coding quality monitors and reporting (Evaluating, 5) HIM 2110

2011 AHIMA Curriculum Competencies and Knowledge Clusters Health Information Management Associate Degree Knowledge Cluster Content List the Course Number(s) That Address Each Knowledge Cluster 5. Reimbursement Methodologies 1. Commercial, managed care and federal insurance plans (Analyzing, 4) HIM 2110 2. Compliance strategies and reporting (Applying, 3) HIM 2110 3. Payment methodologies and systems (such as capitation, prospective payment systems, RBRVS) (Analyzing, 4) HIM 2110, HIM 2278 4. Billing processes and procedures (such as claims, EOB, ABN, electronic data interchange) (Analyzing, 4) HIM 2165 5. Chargemaster maintenance (Evaluating, 5) HIM 2110 6. Regulatory guidelines (NCDs and QIOs) (3) HIM 2110 7. Reimbursement monitoring and reporting (Evaluating, 5) HIM 2144 6. Healthcare Statistics and Research 1. Indices, databases, and registries (Analyzing, 4) HIM 1217, HIM 2278 2. Vital statistics (Evaluating, 5) HIM 2144 3. Healthcare statistics (Evaluating, 5) HIM 1217, HIM 2278, HIM 2144 4. Descriptive statistics (such as means, frequencies, ranges, percentiles, standard deviations) (Understanding, HIM 1217, HIM 2278, HIM 2144 5. Statistical applications with health care data (Applying, 3) HIM 2278, HIM 2144 6. Data selection, interpretation, and presentation (Evaluating, 5) HIM 2110, HIM 2233, HIM 2144 7. Knowledge-based research techniques (such as library, MEDLINE, web-based)(evaluating, 5) HIM 1165, HIM 1217, HIM 2110, HIM 2233 7. Quality Management and Performance Inprovement 1. Quality assessment and improvement (such as process, collection tools, data analysis, reporting techniques) (Applying, 3) HIM 1110, HIM 2145, HIM 1217, HIM 2233, HIM 2278, HIM 2144 2. Utilization management, risk management, and case management (Understanding, 2) HIM 1217, HIM 2278, HIM 2144 3. Regulatory quality monitoring requirements (Applying, 3) HIM 2233, HIM 2278, HIM 2144 4. Outcomes measures and monitoring (Applying, 3) HIM 1110, HIM 2145, HIM 2233, HIM 2278, HIM 2144 8. Healthcare Delivery Systems 1. Organization of healthcare delivery in the United States (Analyzing, 4) HIM 2233 2. Healthcare organizations structure and operation (Analyzing, 4) HIM 1110, HIM 2145, HIM 1217, HIM 2233 3. External standards, regulations, and initiatives (such as licensure, certification, accreditation, HIPAA, ARRA) (Analyzing, 4) HIM 1217, HIM 2110, HIM 2233, HIM 2278 4. Healthcare providers and disciplines (Analyzing,4) HIM 1217, HIM 2233

2011 AHIMA Curriculum Competencies and Knowledge Clusters Health Information Management Associate Degree Knowledge Cluster Content 9. Healthcare Privacy, Confidentiality, Legal and Ethical Issues List the Course Number(s) That Address Each Knowledge Cluster 1. Legislative and regulatory processes (Applying, 3) HIM 1204, HIM 2110, HIM 2233, HIM 2278 2. Legal terminology (Applying, 3) HIM 1204, HIM 2233, HIM 2278 3. Health information/record laws and regulations (such as retention, patient rights/advocacy, advanced directives, privacy) (Evaluating, 5) HIM 1204, HIM 2233, HIM 2278 4. Confidentiality, privacy, and security policies, procedures, and monitoring (Evaluating, 5) HIM 1204, HIM 2233, HIM 2278 5. Release of information policies and procedures (Evaluating, 5) HIM 1204, HIM 2233, HIM 2278 6. Professional and practice-related ethical issues (Evaluating, 5) HIM 1201, HIM 1204, HIM 1217, HIM 2211, HIM 2233, HIM 2252, HIM 2278 10. Information Technology & Systems 1. Computer concepts (hardware components, systems architectures, operating systems and languages, and software packages and tools) (Applying, 3) HIM 1217, HIM 2110, HIM 2211, HIM 2233, HIM 2278 2. Communication and internet technologies (such as HIM 1110, HIM 1201, HIM 1165, HIM 2145, HIM 1217, HIM networks, 3. Common intranet, software standards) applications (Applying, (such as 3) word 2110, HIM 2211, HIM 2233, HIM 2252, HIM 2278 processing, spreadsheet, database, graphics) (Applying, HIM 1110, HIM 2145, HIM1217, HIM 2110, HIM 2233, HIM 2252, 3) HIM 2278 4. Health information systems (such as administrative, patient registration, ADT, EHR, PHR, lab, radiology, pharmacy) (Analyzing, 4) HIM 2110, HIM 2233, HIM 2278 5. Voice recognition technology (Applying, 3) HIM 2233 6. Health information specialty systems (such as ROI, coding, registries) (Evaluating, 5) HIM 2110, HIM 2211, HIM 2233 7. Application of systems and policies to health information systems and functions and health care data requests (Evaluating, 5) HIM 2233 8. System acquisition and evaluation (Applying, 3) HIM 2233 11. Data Storage and Retrieval 1. Document archival, retrieval, and imaging systems (Analyzing, 4) HIM 2233 2. Maintenance and monitoring of data storage systems (Analyzing, 4) HIM 2233 12. Data Security and Healthcare Information Systems 1. System architecture and design (Applying, 3) HIM 2233 2. Screen design (Analyzing, 4) HIM 2233 3. Data retrieval and maintenance (Analyzing, 4) HIM 2233 4. Data security concepts (Applying, 3) HIM 2233, HIM 2278 5. Data integrity concepts (Analyzing, 4) HIM 2233, HIM 2278 6. Data integrity and security processes and monitoring (Applying, 3) HIM 2233, HIM 2278

2011 AHIMA Curriculum Competencies and Knowledge Clusters Health Information Management Associate Degree Knowledge Cluster Content List the Course Number(s) That Address Each Knowledge Cluster 13. Organizational Resources 1. Roles and functions of teams and committees (Evaluating, 5) HIM 1110, HIM 2145, HIM 2110, HIM 2278 2. Teams/consensus building and committees (Analyzing,4) HIM 1110, HIM 2145, HIM 2110, HIM 2233 3. Communication and interpersonal skills (Evaluating, 5) 4. Team leadership concepts and techniques (Analyzing, 4) HIM 1110, HIM 2145, HIM 2110 5. Orientation and training (such as content, delivery, media) (Evaluating, 5) HIM 1110, HIM 2145, HIM 2110, HIM 2252 HIM 1110, HIM 2145, HIM 1217, HIM 2110, HIM 2211, HIM 2233, HIM 2252, HIM 2278 6. Workflow and process monitors (Analyzing, 4) HIM 1110, HIM 2145, HIM 1217, HIM 2110, HIM 2211, HIM 2233 14. Financial and Resource Management 1. Revenue cycle monitors (Analyzing, 4) HIM 2110, HIM 2278 2. Organizational plans and budgets (framework, levels, responsibilities, etc.) (Analyzing, 4) HIM 1110, HIM 2145, HIM 2110 3. Resource allocation monitors (Analyzing, 4) HIM 2110 Bloom s Taxonomy: Revised Version 1 = Remembering Can the student recall or remember the information? Can the student explain ideas or concepts, and grasp the 2 = Understanding meaning of information? 3 = Applying Can the student use the information in a new way? Can the student distinguish between the different parts, break 4 = Analyzing down information, and infer to support conclusions? 5 = Evaluating Can the student justify a stand or decision, or judge the value of?

2011 AHIMA Curriculum Competencies and Knowledge Clusters Health Information Management Associate Degree I Curriculum Competencies I. Domain: Health Data Management I.A. Subdomain: Health Data Structure, Content, and Standards 1, Collect and maintain health data (such as data elements, data sets, and databases). HIM1217, HIM2278 List the Course Number(s) That Address Each Knowledge Cluster 2. Conduct analysis to ensure that documentation in the health record supports the diagnosis and reflects the patient s progress, clinical findings, and discharge status. HIM 1217, HIM 2110, HIM 2233, HIM 2252, HIM 2278 3. Apply policies and procedures to ensure the accuracy of health data. HIM 1201, HIM 1217, HIM 2110, HIM 2211, HIM 2233, HIM 2278 4. Verify timeliness, completeness, accuracy, and appropriateness of data and data sources for patient care, management, billing reports, registries, and/or databases. HIM 1217, HIM 2110, HIM 2233, HIM 2278 I.B. Subdomain: Healthcare Information Requirements and Standards 1. Monitor and apply organization-wide health record documentation guidelines. HIM 1201, HIM 1217, HIM 2110, HIM 2233, HIM 2278 2. Apply policies and procedures to ensure organizational compliance with regulations and standards. HIM 1201, HIM 1217, HIM 2110, HIM 2211, HIM 2233, HIM 2252, HIM 2278 3. Maintain the accuracy and completeness of the patient record as defined by organizational policy and external regulations and standards. HIM 1217, HIM 2110, HIM 2211, HIM 2233, HIM 2252, HIM 2278 4. Assist in preparing the organization for accreditation, licensing, and/or certification surveys. HIM 2110, HIM 2233, HIM 2252, HIM 2278 I.C. Subdomain: Clinical Classification Systems 1. Use and maintain electronic applications and work processes to support clinical classification and coding. HIM 1201, HIM 2110, HIM 2233, HIM 2278 2. Apply diagnosis/procedure codes according to current nomenclature. HIM 1201, HIM 1217, HIM 2110, HIM 2211, HIM 2278 3. Ensure accuracy of diagnostic/procedural groupings such as DRG, MSDRG, APC, and so on. HIM 2110, HIM 2211, HIM 2278 4. Adhere to current regulations and established guidelines in code assignment. HIM 1201, HIM 1217, HIM 2110, HIM 2211, HIM 2278 5. Validate coding accuracy using clinical information found in the health record. HIM 1201, HIM 1217, HIM 2110, HIM 2211, HIM 2278 6. Use and maintain applications and processes to support other clinical classification and nomenclature systems (ex. DSM IV, SNOMED-CT). HIM 1201, HIM 1217, HIM 2110, HIM 2211, HIM 2278 7. Resolve discrepancies between coded data and supporting documentation. HIM 1201, HIM 1217, HIM 2110, HIM 1211 I.D. Subdomain: Reimbursement Methodologies

2011 AHIMA Curriculum Competencies and Knowledge Clusters Health Information Management Associate Degree Curriculum Competencies List the Course Number(s) That Address Each Knowledge Cluster 1. Apply policies and procedures for the use of clinical data required in reimbursement and prospective payment systems (PPS) in healthcare delivery. HIM 1201, HIM 2110, HIM 2211, HIM 2278 2. Apply policies and procedures to comply with the changing regulations among various payment systems for healthcare services such as Medicare, Medicaid, managed care, and so forth. (NEW) HIM 2110, HIM 2233 3. Support accurate billing through coding, chargemaster, claims management, and bill reconciliation processes. HIM 2110, HIM 2233, HIM 2278 4. Use established guidelines to comply with reimbursement and reporting requirements such as the National Correct Coding Initiative. HIM 2110, HIM 2211, HIM 2278 5. Compile patient data and perform data quality reviews to validate code assignment and compliance with reporting requirements, such as outpatient prospective payment systems. HIM 2110, HIM 2278 6. Ensure accuracy of diagnostic/procedural groupings such as DRG, APC, and so on. (NEW) HIM 2110, HIM 2278 II II. Domain: Health Statistics, Biomedical Research, and Quality Management II.A. Subdomain: Healthcare Statistics and Research 1. Collect, maintain, and report data for clinical indices/databases/registries to meet specific organization needs such as medical research and disease registries. HIM 1217 2. Collect, organize, and present data for quality management, utilization management, risk management, and other related studies. HIM 2110, HIM 2233 3. Comprehend basic descriptive, institutional, and healthcare vital statistics. HIM 1217, HIM 2110, HIM 2233, HIM 2278 II.B. Subdomain: Quality Management and Performance Inprovement 1. Abstract and report data for facility-wide quality management and performance improvement programs. HIM 2110 2. Analyze clinical data to identify trends that demonstrate quality, safety, and effectiveness of healthcare. HIM 1217, HIM 2110, HIM 2233, HIM 2278 III III. Domain: Health Services Organization and Delivery III.A. Subdomain: Healthcare Delivery Systems

2011 AHIMA Curriculum Competencies and Knowledge Clusters Health Information Management Associate Degree Curriculum Competencies List the Course Number(s) That Address Each Knowledge Cluster 1. Apply current laws, accreditation, licensure, and certification standards related to health information initiatives from the national, state, local, and facility levels. HIM 1204, HIM 1217, HIM 2110, HIM 2233, HIM 2252, HIM 2287 2. Differentiate the roles of various providers and disciplines throughout the continuum of healthcare and respond to their information needs. HIM 1217, HIM 2211, HIM 2233, HIM 2278 III.B. Subdomain: Healthcare Privacy, Confidentiality, Legal, and Ethical Issues 1. Adhere to the legal and regulatory requirements related to the health information infrastructure. HIM 1110, HIM 1204, HIM 2145, HIM 2110, HIM 2211, HIM 2233, HIM 2278 2. Apply policies and procedures for access and disclosure of personal health information. HIM 1204, HIM 2233, HIM 2252, HIM 2278 3. Release patient-specific data to authorized users. HIM 1204, HIM 2233, HIM 2252, HIM 2278 4. Maintain user access logs/systems to track access to and disclosure of identifiable patient data. HIM 1204, HIM 2233, HIM 2278 HIM 1201, HIM 1204, HIM 1217, HIM 2110, HIM 2211, HIM 2233, 5. Apply and promote ethical standards of practice. HIM 2252, HIM 2278 IV IV. Domain: Information Technology & Systems IV.A. Subdomain: Information and Communication Technologies 1. Use technology, including hardware and software, to ensure data collection, storage, analysis, and reporting of information. HIM 1110, HIM 2145, HIM 1217, HIM 2110, HIM 2233, HIM 2278 2. Use common software applications such as spreadsheets, databases, word processing, graphics, presentation, e-mail, and so on in the execution of work processes. HIM 1101, HIM 1110, HIM 1165, HIM 2145, HIM 1217, HIM 2110, HIM 2211, HIM 2233, HIM 2252, HIM 2278 3. Use specialized software in the completion of HIM processes such as record tracking, release of information, coding, grouping, registries, billing, quality improvement, and imaging. HIM 1217, HIM 2110, HIM 2233, HIM 2278 4. Apply policies and procedures to the use of networks, including intranet and Internet applications, to facilitate the electronic health record (EHR), personal health record (PHR), public health, and other administrative applications. HIM 1217, HIM 2110, HIM 2233, HIM 2278 5. Participate in the planning, design, selection, implementation, integration, testing, evaluation, and support for EHRs. (NEW) HIM 1217, HIM 2233 IV.B. Subdomain: Data, Information, and File Structures

2011 AHIMA Curriculum Competencies and Knowledge Clusters Health Information Management Associate Degree Curriculum Competencies 1. Apply knowledge of database architecture and design (such as data dictionary) to meet departmental needs. List the Course Number(s) That Address Each Knowledge Cluster HIM 1217, HIM 2233, HIM 2278 V IV.C. Subdomain: Data Storage and Retrieval 1. Use appropriate electronic or imaging technology for data/record storage. HIM 1217, HIM 2233 2. Query and generate reports to facilitate information retrieval using appropriate software. HIM 1110, HIM 2145, HIM 1217, HIM 2233 3. Apply retention and destruction policies for health information. (NEW) HIM 1217 IV.D. Subdomain: Data Security 1. Apply confidentiality and security measures to protect electronic health information. HIM 2233, HIM 2278 2. Protect data integrity and validity using software or hardware technology. HIM 1217, HIM 2233, HIM 2278 3. Apply departmental and organizational data and HIM 2233, HIM 2278 information system security policies. 4. Use and summarize data compiled from audit trails and data quality monitoring programs. HIM 2233 V. Domain: Organizational Resources V.A. Subdomain: Human Resources 1. Apply the fundamentals of team leadership. HIM 1110, HIM 2145, HIM 1217, HIM 2278 2. Participate in and work in teams and committees. HIM 1110, HIM 2145, HIM 1217, HIM 2233, HIM 2252 3. Conduct orientation and training programs. HIM 1110, HIM 2145 4. Monitor and report staffing levels and productivity standards for health information functions. HIM 2278 5. Use tools and techniques to monitor, report, and improve processes. HIM 1110, HIM 1245, HIM 2233, HIM 2278 6. Comply with local, state, and federal labor regulations. (NEW) HIM 1217, HIM 2233, HIM 2278 V.B. Subdomain: Financial and Resource Management 1. Make recommendations for items to include in budgets and contracts. HIM 1110, HIM 2145 2. Monitor and order supplies needed for work processes. HIM 2145 3. Monitor coding and revenue cycle processes. HIM 2165 4. Recommend cost-saving and efficient means of achieving work processes and goals. HIM 1110, HIM 2145 5. Contribute to work plans, policies, procedures, and resource requisitions in relation to job functions. HIM 1110, HIM 2145, HIM 1217

Program Prerequisites Placement Tests & any required DEV courses GPA of 2.0 or higher SCC1101 is recommended SINCLAIR COMMUNITY COLLEGE DAYTON OH HEALTH INFORMATION MANAGEMENT (HIM) PROGRAM CREDIT HRS CLASS HRS COURSE COURSE DESCRIPTION PREREQUISITE PROGRAM PREREQUISITES (5) BIO 1121 Human Anatomy & Physiology I 3 2 2 HIM 1101 Medical Terminology DEV 0012 or Equiv 2 2 0 Total Semester Hours 5 FIRST SEMESTER-1 st YEAR (13) BIO 1222 Human Anatomy & Physiology II BIO 1121 3 2 2 HIM 1110 Health Information Processing Chairperson Signature 3 2 2 BIS 1120 Computer Concepts & Applications None 3 3 0 ENG 1101 English Composition I DEV 0032 or 0044 or Placement Test Score 3 3 0 HIM 1165 Drug Classification for Coding HIM 1101, BIO 1107 or 1121 or 1141 1 1 0 Total Semester Hours 13 SECOND SEMESTER-1 st YEAR (13) HIM 1201 Introductory Med Off Coding HIM 1101, BIO 1121 4 4 0 HIM 1204 Medicolegal/Ethics in Hlthcare Records DEV 0012 or Equivalent 2 1 2 HIM 1217 Alternative Health Records and Registries HIM 1110 3 3 0 ALH 1140 Fundamentals of Disease Processes BIO 1107 or 1222 3 3 0 BIS 1221 Specialized Computer Applications for HIM BIS 1120 1 1 0 Total Semester Hours 13 THIRD SEMESTER-1 st YEAR (12) HIM 2297 Transition from I-9 to I-10 Coding HIM 1201 3 3 0 COM 2206 or 2111 MAT 1130 or 1270 PSY 1100 or SOC 1101 Interpersonal Communication or Effective Public Speaking Allied Health Math or Beginning Algebra General Psychology or Introduction to Sociology Curriculum Effective for Fall 2013 only HIM Office, Bldg 2, Room 122 (2122) HIM Office Phone: 937-512-2973 LAB HRS DEV0012 or 0032 or 0044 or college level ENG 3 3 0 DEV 0022 DEV 0024 3 3 0 DEV 0012 or ENG 1101 DEV 0012, 0030 or ENG 1101 3 3 0 Total Semester Hours 12 FOURTH SEMESTER-2nd YEAR (13) HIM 2110 Ambulatory Coding HIM 1201, HIM Major 4 3 2 HIM 2165 Healthcare Data in Reimbursement HIM 1110, HIM 1201 3 2 2 HIM 2144 Quality Improvement, Statistics & Research HIM1110, MAT 1130 or 1270, BIS1221 3 2 2 HIM 2145 Health Information Resource Mgmt HIM 1110 and BIS 1120 3 2 2 Total Semester Hours 13 FIFTH SEMESTER-2nd YEAR (10) HIM 2211 Inpatient Coding HIM 2110 4 3 2 HIM 2233 Healthcare Information Systems HIM 1110 3 2 2 HIM 2252 Professional Practice Experience Chairperson signature 2 0 10 HIM 2278 HIM Capstone HIM 2145, HIM Major 1 0 2 Total Semester Hours 10 TOTAL PROGRAM CREDIT HOURS: 66 1/31/13

Program Prerequisites Effective Fall 2012 Placement Tests & any required DEV courses Bldg. 2, Room 122 (937) 512-2973 SINCLAIR COMMUNITY COLLEGE DAYTON, OHIO MEDICAL CODING AND BILLING SPECIALIST CERTIFICATE PROGRAM (MCBS.S.STC) QUARTER REFERENCE COURSE COURSE DESCRIPTION PREREQUISITE CREDIT HOURS CLASS HOURS FIRST SEMESTER (7) BIO 121/127 BIO 1121 Human Anatomy and Physiology I 3 2 2 HIM 121, 122 HIM 1101 Medical Terminology DEV 065 or Equiv 2 2 0 ALH 103, 104 ALH 1101 Introduction to Healthcare Delivery 2 7 SECOND SEMESTER (8) BIO 122/128 BIO 1222 Human Anatomy and Physiology II BIO 1121 3 2 2 HIM 260, 261 HIM 1201 Introductory Medical Office Coding HIM 1101, BIO 1121 4 4 0 HIM 165 HIM 1165 Drug Classification for Coding HIM 1101, BIO 1107 or 1121 or 1141 1 1 0 8 THIRD SEMESTER (8) HIM 262 HIM 2262 Advanced Medical Office Coding BIO 1222, HIM 1201, 3 2 2 ALH 142 ALH 1140 Fundamentals of Disease Processes BIO 1107 or 1121 or 1141 3 3 0 MAS 102, 111 MAS 2210 Medical Billing Specialist HIM 1201 2 1 3 8 LAB HOURS TOTAL CREDIT HOURS: 23 All courses must be completed with a grade of C or better and an overall GPA of 2.0 or better is required to receive the certificate. Rev. 05/29/2012

Sinclair Community College Continuous Improvement Annual Update 2012-13 Please submit to your dean and the Provost s Office no later than Oct. 1, 2012 Department: 0679 Health Information Management Year of Last Program Review: FY 2006-2007 Year of Next Program Review: FY 2013-2014 Section I: Department Trend Data, Interpretation, and Analysis Degree and Certificate Completion Trend Data OVERALL SUMMARY 250 200 Overa ll Department Completions (Degrees, Certificates, and Short-term Certificates) 210 211 150 100 106 108 0679 - Health Information Management 50 0 FY 07-08 FY 08-09 FY 09-10 FY 10-11 Please provide an interpretation and analysis of the Degree and Certificate Completion Trend Data (Raw Data is located in Appendix A): i.e. What trends do you see in the above data? Are there internal or external factors that account for these trends? What are the implications for the department? What actions have the department taken that have influenced these trends? What strategies will the department implement as a result of this data? Prior to Fall Quarter 2009, students were required to apply for "graduation" from the certificate programs. After Fall 2009, an automated system for certificate completion was implemented and resulted in a 54% increase in the issuance of certificates (Medical Coding and Billing Specialist and Medical Office Coding Specialist) awarded. 1

Beginning in Fall 2008, there were changes made to the HIM curriculum to include a BIO 121 program prerequisite. The changes may have contributed to the measure of student success rates for completion of the HIM AAS degree. Starting in Fall 2008, the entire HIM Associate Degree curriculum was available wholly online. Students generally living outside of the Dayton area are admitted into the remote cohort which is a growing population as this cohort has continued to increase in number starting with 2010 graduates. Externally, socioeconomic reasons (such as layoffs in manufacturing and business relocations) increased the number of students enrolled in HIM courses as displaced students seemed to be searching for a healthcare field program with little to no wait list. Implications of the HIM program growth have resulted in the need for additional skilled faculty, increased course offerings (different times, more sections, online sections), and a need for remote cohort Professional Practice Experience/clinical (PPE) coordination. Strategies that the department continues to implement as a result of this explosive growth and in order promote student success include: 1) continual mentoring of new faculty (full-time and adjunct), 2) increasing the skill mix of faculty members (including online course coordination skills) needed to support student success, and 3) encouraging training for technical/angel expertise for all faculty members. 2

Course Success Trend Data OVERALL SUMMARY 100.0% 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% 73.7% Overall Department Success Rates 78.0% 75.8% 80.8% 77.3% FY 07-08 FY 08-09 FY 09-10 FY 10-11 FY 11-12 (excludes Spring) 0679 - Health Information Management LHS COLLEGEWIDE Please provide an interpretation and analysis of the Course Success Trend Data (Raw Data is located in Appendix A). Looking at the success rate data provided in the Appendix for each course, please discuss trends for high enrollment courses, courses used extensively by other departments, and courses where there have been substantial changes in success. In 2008, the HIM 121 and HIM 122 courses were transformed as a result of the requirements of a Learning Challenge Grant. HIM121 and HIM122 were standardized with the course content. A new textbook and instructor presentation tools were provided. Effective AY2008, this course was offered online (for the first time) and face-to-face. For AY2007 and AY2008, the success rate for HIM121 was 69.4% and in AY2011-2012 the success rate increased to 78.5%. This is a result of the transformed course. HIM122 went from 81.7% to 84.9%. (Note: The 84.9% excludes the data for Spring AY2011-2012 which is not available). Student success in the coding courses (HIM260, HIM261, and HIM262) continually raises a red flag when comparing student success between online and on-campus courses (see Attachment A - Comparison grid) This comparison has been concurrently monitored throughout the past few years. The coding courses have been revised and learning resources have been changed. The coding course now requires a prerequisite of a higher-level biology. In addition to the changes made within the coding course material, the department has created a coding concepts course (starting Fall 2012) for BIS medical-option students. These BIS students were a large component of these coding courses. These BIS students' curriculum had required HIM260 and HIM261, however, with the advent of the semester curriculum, BIS students are no longer required to take courses with such intensive coding skills. The effects of these changes should show in the Fall 2012 course comparisons. Measurement and assessment is continuing. The HIM240 course went from a 100.0% student success rate in AY2007-2008 to 88.6% in AY2010-2011. Concurrent analysis resulted in findings that the textbook was a huge factor in the 3

decline in student success rate. The textbook was found to contain inadequate content for intended student outcomes and low-level coding scenarios. The course was revised which included expanded online content, increased skill-level coding scenarios, and online resources promote student engagement. Student success in this course is ongoing. Please provide any additional data and analysis that illustrates what is going on in the department (examples might include accreditation data, program data, benchmark data from national exams, course sequence completion, retention, demographic data, data on placement of graduates, graduate survey data, etc.) -Accredition data - The HIM program has maintained continual full accreditation with American Health Information Management Association. -Program data - Current analysis is beginning to compare student success of students who take HIM courses online vs. on-campus. Results are not yet available. -Benchmark data from national exam - RHIT exam results demonstrated 100% (16 out of 16) of our students passed (based on last AHIMA School Score Report). Also, compared to the national mean, Sinclair s results were above the national mean in 100% of AHIMA s subdomains -Retention - The attrition rate for 10-11 academic year (as reported in AHIMA's Annual Program Report) was 15.6 %. -Demographic data - In addition to the students who live in Ohio yet outside the Dayton area, our current HIM cohort students span to include 5 additional states to include Kentucky, Washington, Texas, Pennsylvania and California. -Data of placement of graduates - Of our June 2011 graduates, 80% are either employed in an - HIM-related position or continuing their education. -Graduate survey data - Each year our program is required by our accrediting agency to distribute to past graduates a student satisfaction rate. As reported in the most recent AHIMA Annual Program Report, our employer satisfaction rate was 100%. -Employer satisfaction rate - Each year our program is required by our accrediting agency to distribute an Employer Statisfaction survey. As reported in the most recent AHIMA Annual Program Report, our employer satisfaction rate was 100%. 4

Section II: Progress Since the Most Recent Review Below are the goals from Section IV part E of your last Program Review Self-Study. Describe progress or changes made toward meeting each goal over the last year. GOALS Status Progress or Rationale for No Longer Applicable We have proposed an entirely webbased cohort of the HIM associate degree program. Our program has traditionally needed to restrict enrollment to 25 students per year due to the number of professional practice sites available in the Dayton area hospitals. There are presently nine courses in the Medical Office Coding Certificate and all but one are available online. BIO 107 is the only course remaining that prevents us from marketing this certificate as available entirely online. If this obstacle is overcome, there might be significant opportunity for an increase in enrollment with some targeted marketing. In progress Completed No longer applicable In progress Completed No longer applicable The HIM program has successfully converted all 22 curriculum courses to an online format. The HIM program has two separate cohorts - local cohort and the remote cohort. The local cohort, due to limited number of available clinical sites, is limited to 35 students. The remote cohort is currently unlimited due to available remote clinical sites. For 2012, the total of both cohorts is starting with 59 students. Biology 107 (and its semester equivalent) is available online. However, the biology credit required in the Certificate is now the BIO 121 & BIO 122 equivalent and these BIO courses are available online. As a result of the data reviewed during the self-study, we became more aware of the undesirable (although not unexpected) success rate in HIM 121 (63% for the last 3 years). This a top 45 enrollment course with In progress Completed No longer applicable The HIM 121 and HIM 122 courses were transformed as a result of the requirements of a Learning Challenge Grant in 2008. HIM121 and HIM122 were standardized with the course content. A new textbook and instructor presentation tools were provided. Effective AY2008, this course was offered online (for the first time) and face-to-face. For AY2007 and AY2008, the success rate 5

almost 900 students enrolled last year. One of our goals for the coming year is to look at this course and examine our learning activities to determine if any changes could be made to improve student success. As part of our curriculum revision effective in Fall 2006, we implemented a mid-curriculum capstone course (HIM 178) in the summer between the first-year and second-year course work. The goal of this course is to be a summative assessment of first-year knowledge and skills and to reinforce the firstyear course material with projects and assignments. This course will be offered for the first time during Summer 2007 and we will assess its success at three points: 1) at the end of the HIM 178 course, 2) during the second year of the curriculum, and 3) on the credentialing exam after graduation. In progress Completed No longer applicable for HIM121 was 69.4% and in AY2011-2012 the success rate increased to 78.5%. This is a result of the transformed course. HIM122 went from 81.7% to 84.9%. (Note: The 84.9% excludes the data for Spring AY2011-2012 which is not available). Due to semester conversion, the HIM 178 course no longer exists. 6

Below are the Recommendations for Action made by the review team. Describe the progress or changes made toward meeting each recommendation over the last year. RECOMMENDATIONS Status Progress or Rationale for No Longer Applicable In keeping with the department s report that the current level of graduates largely meets local employment demand, it is recommended that the department continue to closely monitor the balance of graduates and job opportunities. Important factors influencing the demand of the program will include turnover in the profession, new coding standards and competition from other providers. The department is encouraged to gather and assess data where available regarding anticipated demand for the program. In progress Completed No longer applicable Data of placement of graduates - Of our June 2011 graduates, 80% are either employed in an -HIM-related position or continuing their education. With the federal government's planned October 1, 2014 conversion to the new ICD-10-CM coding system, demand for our graduates is anticpated to remain strong. The department is encouraged to articulate the SCC program with the baccalaureate degree completion program at the University of Cincinnati and other institutions. Assess the feasibility of offering Sinclair s program fully online in order to enable more students to complete the program while In progress Completed No longer applicable In progress Completed Articulation agreement was completed in August 2010. This agreement will be updated with semesters. As of Fall 2008, the Sinclair's HIM curriculum is offered fully online. 7

meeting work and family commitments. An online program at Sinclair can prepare students to successfully complete UC s baccalaureate degree completion program, which is offered fully online. It appears that the department and college have a relatively small window of opportunity for making the decision on whether or not to develop this online program, and prompt attention to this issue is warranted. In anticipation of retirements among the faculty, develop a succession plan to ensure continuing strong leadership for the department. Position the department to respond to education and training needs for the migration to I-10, a new coding standard, when it is approved by the Federal government. Plan to deliver this training through schedules and formats that are convenient for working professionals and consistent with the needs of employers. Investigate how students who have No longer applicable In progress Completed No longer applicable In progress Completed No longer applicable All planned retirements have already occurred, and the succession plan for the Chairperson and accompanying faculty positions was fulfilled. Faculty have completed Train the Trainer education, in-house training occurred with other full-time faculty, and a transition to I-10 course was developed. The delivery plan for I-10 has been created and is scheduled. Workforce Development has a plan to implement training within the community. Prior learning assessment continues to be developed, especially 8

studied at proprietary institutions and now wish to enter Sinclair s program might best be served. Consider alternatives such as prior learning assessment and proficiency exams as avenues for these students to demonstrate mastery of selected competencies. Encourage all graduates of the program to take the national certification exam promptly upon graduation in order to increase the likelihood of success on the exam. Monitor impact of the program s new prerequisites on student enrollment, progression and success. Consider alternative admission practices in order to enable students to begin the program at multiple points in the year. Such practice holds promise for filling slots In progress Completed No longer applicable In progress Completed No longer applicable In progress Completed No longer applicable In progress Completed within the Professional Practice Experience/clinical and proficiency exams have been created and are available for every HIM course. The message of taking the national RHIT exam "as soon as possible after graduation" is reinforced to cohort students continually as they complete the HIM program. Additionally, now that students are permitted to take the RHIT exam within their last term of the program, students receive "incentive" in the capstone course to take the RHIT exam before graduation. Incentive is also provided via the HIM faculty nominating one student for the Ohio Health Information Management Association (OHIMA) Outstanding Student award which provides payment for the RHIT exam for the student. Miami Valley Health Information Management Association (MVHIMA) also pays for the student liaison's RHITexam. In comparing the success rate of advanced coding courses, it appears the additional higher-level biology course did not positively impact the student success rate of HIM 240 and HIM 241. However, with the impending converstion to the new ICD- 10 coding system, the higher-level BIO is required due to the coding system's intense use of anatomy and physiology knowledge. The remote cohort, due to the availability of PPE sites outside of the Dayton area, is the fertile ground in which staggered admission points could be implemented. The HIM department decided to wait until after the semester PPE term (Spring 2013) to analyze the opportunity of multiple points of entry into the 9

created by attrition and thus increasing response time for students on wait lists and being more cost-effective. No longer applicable remote cohort. 10

Section III: Assessment of General Education & Degree Program Outcomes The Program Outcomes for the degrees are listed below. All program outcomes must be assessed at least once during the 5 year Program Review cycle, and assessment of program outcomes must occur each year. General Education Outcomes Oral Communication Written Communication To which degree(s) is this program outcome related? Year assessed or to be assessed. Assessment Methods Used All programs 2011-2012 HIM278 - A grading rubric was used to assess the audio/video recording of a job interview; HIM278 and HIM246 - grading rubric was used to assess narrated PowerPoint presentations; HIM250, 251, 252 - site supervisors (community HIM professionals) gave feedback for the student's oral interaction during PPE/clinical. All programs 2011-2012 Five different discussion forums were included in What were the assessment results? (Please provide brief summary data) Students in HIM278 were successful at audio recording and videotaping a simulated job interview. Student feedback proved this simulation a very enlightening and valuable experience. Results of using a grading rubric with the narrated PowerPoints in HIM278 and HIM246 provided students with guidance in developing their audio portion of their presentation. Student feedback was positive concerning the narrated PPT assignment. In HIM250, 251, and 252, students were evaluated by their site supervisors which are HIM professionals within the medical facility that the student is involved. The students respected the opinion of their site supervisor and "took to heart" the judgment of an experienced HIM professional. HIM297 - These brand new discussion forums proved successful in encouraging students to form an 11

Critical Thinking/Problem Solving All programs 2012-2013 Values/Citizenship/Community All programs 2013-2014 Computer Literacy All programs 2014-2015 Information Literacy All programs 2015-2016 HIM 297. These discussions were focused on students writing their review and including their opinion of a coding subject. HIM250, 251, 252 required input from site supervisors for written assignments. HIM245 included a grading rubric for a SWOT analysis. individual opinion on a subject and posting their opinion prior to viewing their peers' opinion. Students also successfully responded to the opinions of their classmates. Written assignments/reports in PPE (HIM250, 251, 252) provided a "real world" experience for students to receive feedback on written assignments from an HIM professional. The grading rubric in the SWOT analysis proved successful in that students were able to focus on the specific analysis points required for a complete analysis. Program Outcomes Demonstrate the ability to design, organize and implement changes in the evolution of health information to electronic formats. To which course(s) is this program outcome related? HIM 1110, HIM 2214, HIM 2106, HIM 2216, HIM 2218, HIM 2120 BIS 1120, BIS Year assessed or to be assessed. Assessment Methods Used What were the assessment results? (Please provide brief summary data) 12

Evaluate and appropriately apply principles of confidentiality and privacy congruent with the standards and ethics of the health information profession. Apply effective skills in the areas of written and oral communication, critical thinking and problem solving in the practice of health information management. Demonstrate proficiency in classifications and nomenclatures sufficient to support reimbursement in multiple patient care environments. 1121, HIM 1204 HIM 1110, HIM 1116, HIM 1204, HIM 2214, HIM 2218, BIS 1120, ENG 1101, COM 2206/2111 COM 2206/2111, ENG 1101, MAT 1130/1110, PSY 1100 or SOC 1101, BIS 1121, HUM HIM 1110, HIM 1204, HIM 2110, HIM 2211, HIM 2114, HIM 2120, HIM 2106, HIM 2214, HIM 2216, HIM 2218 BIO 1121, BIO 1222, ALH 1140, HIM 1101, HIM 1110, HIM 1115, HIM 1201, 2012-13 Plan to use discussion forums, grading rubrics, and quizzes to assess student competencies covering privacy, confidentiality and ethics 2012-13 Critical thinking coding skills will be assessed with quizzes and exams. With semester conversion, our coding courses were drastically transformed to include "real world" scenarios and health records. We will be evaluating this in the upcoming year. We will be evaluating this in the upcoming year. 13

Demonstrate competency and skill in the technology used by the healthcare information environment. Demonstrate the ability to perform the health information associate degree entry-level competencies as identified by the American Health Information Management Association. Demonstrate personal behaviors, attitudes and values consistent with and appropriate to the entrylevel health information management professional. HIM 1217, HIM 2110, HIM 2211, HIM 2114, HIM 2120 HIM 2216, HIM 2218 BIS 1120, BIS 1121, HIM 1110, HIM 1201, HIM 1217, HIM 2120, HIM 2106, HIM 2214, HIM 2216, HIM 2218, HIM 1204, HIM 2110, HIM 2211 All courses in the HIM curriculum All HIM courses in the HIM curriculum 14

General Education Outcomes A. Are changes planned as a result of the assessment of general education outcomes? If so, what are those changes? Grading rubrics for discussion forums are being continually added in courses as these rubrics provide helpful guidelines for both the students and the instructors. Also, instructors must provide resources and instruction for students when assignments and activities require MLA intext citing and works cited. B. How will you determine whether those changes had an impact? Student feedback and grade comparison should determine the impact of these changes. Program Outcomes A. Are changes planned as a result of the assessment of program outcomes? If so, what are those changes? We have determined that health record analysis (using Joint Commission standards) must be injected in early curriculum courses. Faculty continue to investigate methods for including an electronic health record (EHR) in the HIM program. This is a very necessary addition for introducing students to the mechanics of an EHR and enhancing their skills for working in an EHR. B. How will you determine whether those changes had an impact? Health record analysis is assessed in the "real world" during the last semester of the HIM curriculum when students attend PPE. Student feedback and subdomain scores from the RHIT exam will determine if the introduction of an EHR enhanced student skills and familiarity with this technology. Improvement Efforts A. What were the results of changes that were planned in the last Annual Update? Are further changes needed based on these results? Our program planned to begin a health record repository which includes scanned versions of "real" medical records. Currently there are 17 scanned medical records in our repository and these records are being utilized in the HIM 1110, HIM 2110, HIM2252, and HIM2211. Faculty plan to continue to add records to this repository. B. Are there any other improvement efforts that have not been discussed in this Annual Update submission? 15

Our faculty are committed to continued quality improvement with our newly-developed semester courses. As an online program, faculty have realized the value of student engagement with audio feedback to students and the use of audio/video lessons and course material review via Adobe Connect. Faculty are beginning to embrace this technology and are implement ing this valuable "face-to-face" connection with online students. 16

APPENDIX PROGRAM COMPLETION AND SUCCESS RATE DATA Degree and Certificate Completion Department Department Name Program FY 07-08 FY 08-09 FY 09-10 FY 10-11 0679 Health Information Management HCC.CRT 1... 0679 Health Information Management HIM.AAS 19 15 33 24 0679 Health Information Management MCBS.STC. 9 115 126 0679 Health Information Management MOCS.STC 81 62 17 3 0679 Health Information Management MOR.STC. 21 45 58 0679 Health Information Management MT.CRT 5 1.. Course Success Rates Department Department Name Course FY 07-08 FY 08-09 FY 09-10 FY 10-11 FY 11-12 (excludes Spring) 679 Health Information Management HIM-110 95.5% 89.2% 90.0% 93.8% 93.8% 679 Health Information Management HIM-111 90.9% 96.8% 94.4% 97.6% 93.6% 679 Health Information Management HIM-116..... 679 Health Information Management HIM-118..... 679 Health Information Management HIM-121 69.4% 77.5% 79.1% 75.9% 78.5% 679 Health Information Management HIM-122 81.7% 87.4% 89.2% 85.4% 84.9% 679 Health Information Management HIM-135 66.0% 71.8% 77.6% 75.7% 69.6% 679 Health Information Management HIM-165. 97.4% 94.6% 91.0% 90.7% Health Information 679 Management HIM-178 100.0% 100.0% 97.1% 100.0% 97.5% Health Information 679 Management HIM-202 50.0%.... Health Information 679 Management HIM-218.. 100.0% 93.1%. Health Information 679 Management HIM-220 90.9%.... Health Information 679 Management HIM-228 94.4% 100.0% 100.0% 100.0% 100.0% Health Information 679 Management HIM-240 100.0% 97.0% 83.9% 88.6%. 679 Health Information HIM-241 100.0% 100.0% 100.0% 100.0% 94.6% 17

679 679 679 679 679 679 679 679 679 679 679 679 679 Management Health Information Management HIM-244 93.8% 100.0% 96.6% 100.0% 91.4% Health Information Management HIM-245 100.0%. 96.3% 93.6% 91.7% Health Information Management HIM-246 94.1% 100.0% 100.0% 96.2% 100.0% Health Information Management HIM-249 83.3% 90.9% 90.5% 83.1% 88.1% Health Information Management HIM-250 94.1% 93.8% 96.9% 100.0% 94.6% Health Information Management HIM-251 100.0% 100.0% 100.0% 96.2% 100.0% Health Information Management HIM-252 100.0% 100.0% 100.0% 100.0%. Health Information Management HIM-258 100.0% 100.0%... Health Information Management HIM-260 71.2% 69.0% 74.9% 63.9% 59.6% Health Information Management HIM-261 64.9% 64.2% 68.2% 60.8% 62.2% Health Information Management HIM-262 65.3% 64.5% 74.1% 56.9% 58.7% Health Information Management HIM-265 100.0% 96.6% 90.6% 92.5%. Health Information Management HIM-278 100.0% 100.0% 97.0% 100.0%. 18

FY 2010-2011 FY 2011-2012 Course Term Location Success Rate HIM 260 11/WI Face-to-face 74.07% Online 66.09% 11/SP Face-to-face 71.83% Online 53.15% 11/SU Face-to-face 86.96% Online 58.70% 11/FA Face-to-face 72.55% Online 50.00% 12/WI Face-to-face 66.67% Online 48.57% 12/SP Face-to-face 58.33% Online 54.72% HIM 261 11/WI Face-to-face 83.33% Online 53.33% 11/SP Face-to-face 74.55% Online 47.92% 11/SU Face-to-face 80.00% Online 50.00% 11/FA Face-to-face 62.22% Online 55.56% 12/WI Face-to-face 73.58% Online 63.89% 12/SP Face-to-face 65.71% Online 45.00% HIM 262 11/WI Face-to-face 86.96% Online 54.84% 11/SP Face-to-face 92.86% Online 47.92% 11/SU Face-to-face --- Online 40.63% 11/FA Face-to-face 81.25% Online 50.00% 12/WI Face-to-face 88.24% Online 48.48% 12/SP Face-to-face 69.23% Online 58.62% Attachment A Comparison Grid 19

2012-2013 ADVISORY COMMITTEE MEMBERSHIP Advisory Committee: Health Information Management Division: Life and Health Sciences External Membership (Not Sinclair Employees) Name Title Patty Gipson IP Coding Manager, KHN Cheryl Gregg Fahrenholz Preferred Healthcare Solutions Dan Gross Director, HIM, Children's Medical Center Stephanie Guthrie OP Coding Manager, KHN Kamilah Jackson VA Medical Center-Cincinnati Mary Johnson Veteran s Administration Cathy Moore LTC Consultant Beth Mullins HIS/AMC Site Manager Kathy Murchand Kettering Health Network Georgia Overholser HIS/UVMC Site Manager Lisa Paige Network Director, HIM, PHP Charlene Patterson Public Health Dayton & Mont. County Paula Pickering Transcription Manager, PHP Kathy Pittman Manager,Coding/EMPI, PHP Kim Riley Coding Trainer, PHP Debbie Schrubb Network Director, HIM, KHN Tammy Valentine Patient Access Manager South, PHP Bonnie Vaughan HIS/GSH Site Manager Barb Wallace Independent Contractor Margaret Wanzo Consumer Advocacy Model Internal Membership (Sinclair Employees) Name Title Karen Motley Associate Professor Claudia Potts Assistant Professor Paula Ross Instructor Janice White Instructor Cheryl Williams Instructor Patricia Willis Academic Advisor Student Membership (Currently enrolled as Sinclair Students) Name Title Heather Watts Student Liaison Diversity Profile: Based on the above membership, please record the number and percentage in the following categories: Category Number Percentage Males 1 3.7 Females 26 96.3 Caucasians 20 74 African Americans 7 26 Other 0 0

Please enter your name Health Information Management Graduate Survey Click here to enter text. Please select the category or categories that reflect(s) your status at the time of this survey Employed full time in a health-related job Employed part time in a health-related job Attending college full time toward another degree Attending college part time toward another degree Not employed at this time Other (please explain) ------------------------------------------------------------------------------------------------------------------------------------------------------- Consider each of the following items separately and rate each item separately of all of the others. Select the rating that indicates the extent to which you agree with each statement. Please do not skip any rating. If you do not know about a particular area, select n/a. The following items are scaled: 4 = Strongly Agree, 3 = Generally Agree, 2 = Generally Disagree, 1 = Strongly Disagree, N/A = Not Applicable. Knowledge Base (Cognitive Domain) Rating The program 4 3 2 1 N/A Helped me acquire the knowledge necessary to function in my current job. 4 3 2 1 N/A 4 3 2 1 N/A 4 3 2 1 N/A Comments: Click here to enter text. Prepared me to use sound judgment while functioning in my current job. Prepared me to be able to recommend appropriate procedures relevant to my job. Enabled me to think critically, solve problems, and develop appropriate action steps. Professional Practice (Clinical) Proficiency (Psychomotor Domain) Rating The program 4 3 2 1 N/A Provided me with professional practice skills that were valuable in reinforcing my HIM skills. 4 3 2 1 N/A Comments: Click here to enter text. Prepared me for the professional practice experience assignment(s) that I was given. Behavioral Skills (Affective Domain) Rating The program 4 3 2 1 N/A Prepared me to communicate effectively within my work setting 4 3 2 1 N/A 4 3 2 1 N/A 4 3 2 1 N/A Comments: Click here to enter text. Overall Rating 4 3 2 1 N/A Prepared me to conduct myself in an ethical and professional manner. Taught me to manage my time effectively in my current job. Prepared me to work effectively as a team member. Do you agree that your OVERALL academic experience prepared you for the workplace as a HIM professional? I have actively pursued attaining my RHIT or RHIA credential. Yes No Based on your work experience, please make two suggestions to further strengthen the HIM program. Click here to enter text. What knowledge or skills were expected of you upon employment that was not included in the program. Click here to enter text. Please provide comments and suggestions that would help to better prepare future graduates. Click here to enter text. Please provide the name and contact information of your current supervisor. Click here to enter text.

HIM Course Survey Please take a moment to complete this evaluation so you can communicate to the HIM department and faculty your appraisal of the course and quality of instruction by the instructor. Your comments and thoughts are evaluated every semester and used to enhance the quality of our courses and instruction. Your response is anonymous. Thank you in advance for your comments and participation. 1. My instructor seems well prepared for the class Stongly Agree Undecided Disagree Agree Stongly Disagree Not Applicable 2. My instructor is helpful when I approach him/her with questions, concerns, problems: Strongly Strongly Agree Undecided Disagree Not Applicable Agree Disagree 3. My instructor deals with me fairly and impartially. Strongly Agree Undecided Disagree agree Strongly disagree Not Applicable 4. My instructor presents course material in an interesting and informative way. Strongly Strongly Agree Undecided Disagree agree disagree Not Applicable 5. The objectives of this course were clearly explained. Strongly Agree Undecided Disagree agree Strongly disagree Not Applicable 6. The evaluation methods were coordinated with course objectives (i.e. exams, assignments, projects, etc.). Strongly agree Agree Undecided Disagree Strongly disagree Not Applicable

7. The grading system was clearly explained. Strongly Agree Undecided Disagree agree Strongly disagree Not Applicable 8. The textbook(s) used in this class were relevant to course material. Strongly Agree Undecided Disagree agree Strongly disagree Not Applicable 9. I feel free to express and explain my own views in this class. Strongly Agree Undecided Disagree agree Strongly disagree Not Applicable 10. I feel free to ask questions in class. Strongly Agree Undecided Disagree agree Strongly disagree Not Applicable 11. I feel I have learned a lot from this class. Strongly Agree Undecided Disagree agree Strongly disagree Not Applicable 12. What aspect or aspects of this course do you like best and would like to see continued? 13. What aspect or aspects of this course do you like least and would like to see changed? Please indicate suggestions for change.

14. What aspect or aspects of this instructor's teaching style do you like best and would like to see continued? 15. What aspect or aspects of this instructor's teaching style do you like least and would like to see changed? Please indicate suggestions for change. 16. Please provide any other suggestions or comments about the course. 17. Please provide any other suggestions or comments about Sinclair.

S I N C L A I R C O M M U N I T Y C O L L E G E H I M A S S O C I A T E D E G R E E P R O G R A M S T U D E N T S U C C E S S L O C A T I O N : D A Y T O N, O H Plan Identify an Opportunity and Plan for Improvement Sinclair Community College (SCC) has provided an online Health Information Management (HIM) program since 2008. Now, the HIM department must review and consider the success of both the online and traditional students graduating from the HIM program and in passing the national RHIT (Registered Health Information Technician) examination. Students starting the program in 2008, graduated in 2010; those starting in 2009 graduated in 2011, and students that started the SCC HIM program in 2010 graduated in 2012. When considering the difference between online students and traditional students, the determining factor was the percentage of HIM classes taken online. Online students took 80% or more of their HIM classes in an online format; traditional students took 79.9% or fewer of their HIM classes online. The trend has been moving from the traditional college setting to the online setting since offering the program online since 2008. Who will be involved in collecting and reviewing the data? HIM administrative staff and faculty will participate in collecting and reviewing the data to determine student success using the graduation rate and the number of students passing the RHIT exam. Examine the Current Approach. Using this data, the faculty in the HIM department must evaluate the effectiveness of the online program comparing it to the traditional program offered at SCC. In order to accomplish this goal, the department will review GPA and success on the RHIT exam offered by the American Health Information Management Association (AHIMA). Faculty must assure course content is effective and interactive for both populations in order to equalize results on the RHIT exam for both teaching formats. (methods). Fig. 1 Fig. 2 Fig. 3 do Test the Theory for Improvement These three charts (Figures 1-3) indicate the trend from traditional to online students in the HIM program at SCC since the introduction of accessibility to a totally online associate degree program in 2008. From an enrollment perspective, more students are taking their classes online than in the traditional face-to-face college setting. Using the data collected from reports in the college s database (when comparing the online and traditional students) that there was very little difference in the Grade Point Averages from the two groups. (See Figure 4.) S tudy Use Data to Study Results Figure 4 All the data indicated that students from SCC who take the RHIT exam have received adequate training from SCC to successfully pass the RHIT exam. As the data was reviewed further, one concerning aspect of the data indicated that a lower percentage of students are taking the RHIT exam once they graduate from SCC s HIM program. While it appears from the data that more traditional students are taking the RHIT exam when compared to the online students, there are fewer students overall taking the RHIT exam. Is that a side effect of having face-to-face contact with traditional students and being more connected to them? Prior to 2008, students were classified as being in the local cohort, all were traditional students and attended HIM program courses on campus. After 2008 with the introduction of the online program, local and remote cohorts were established and SCC secured clinical sites for the local students professional practice experience (PPE) in the surrounding 14-county area of the Miami Valley. Students in the remote cohort are responsible for securing their own PPE sites. With the introduction of the online program, online students can be in either the local or the remote cohort, while most traditional students are in the local cohort. Figure 5 shows how the online program has changed the dynamic of the cohorts. Figure 5 Table 1. Breakdown of Eligible Students who have taken the RHIT Exam Year Student Graduated 2010 2011 2012 Students Eligible for the RHIT exam 32 25 34 Students taking RHIT exam 21 16 14 Percent Students taken RHIT exam 66% 64% 41% Online Students Eligible for RHIT 13 17 22 Online taking RHIT exam 7 9 10 Online has not taken RHIT exam 6 6 2 Percent Online taken RHIT exam 54% 53% 45% Traditional Students Eligible for RHIT 19 8 12 Traditional taking RHIT exam 14 7 4 Traditional has not taken RHIT 5 1 8 Percent Traditional taken RHIT exam 74% 87% 33% As part of the accreditation process, the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM) reviews the success rate of graduates from HIM programs. Figures 6 and 7 demonstrate the success rate of SCC graduates on the RHIT examination, also showing the breakdown of online and traditional students. Table 1 also explains this information. Pearson Vue took over administration of the RHIT exam in August 2011; SCC has not received timely documentation of students taking the exam. One reason given for the delay was that Pearson-Vue was in Beta testing and they needed to review the data before releasing this information to the colleges. They have assured the colleges that they should start receiving quarterly reports in the near future. SCC HIM department received the data for the three quarters from October, 2011 through June, 2012 in October, 2012. (Note: It has only been 4 months since the 2012 HIM students have graduated. Many students schedule to take the RHIT exam within the 6 months following graduation.) Ac t Standardize the Improvement and Establish Future Plans Establish Future Plans Figure 6 Figure 7 Moving forward, it is important to continually monitor the course content in the HIM courses and fine tune material taught in the traditional and online classes in order to increase and maintain student success. Student engagement will increase by using more interactive assignments and learning tools in each course. Student success should also be surveyed for effectiveness at multiple points during the term. As students progress through each course in the program during their two years at SCC, faculty must continually advocate the importance of taking the RHIT exam either during the last semester before graduation or immediately following graduation. 1.As the faculty move forward, they must stress the importance to all students of the importance of taking the RHIT exam, either before or immediately after graduation to improve success as a professional. 2.Provide more interactive and engaging assessments in the HIM courses to improve and keep student success as a priority goal. 3.Request more current data from AHIMA in order to evaluate student success on the RHIT exam. 4. Offer incentives to students during the capstone course to take the RHIT exam by the graduation date.

Between -10% and -20% Less than or equal -20% course Term Web Success HIM Online and Face to Face Success Rate for Semesters FA12, SP13 & SU13 Web Total F2F Success F2F Total Web Success Rate F2F Success Rate Success Differenc e HIM-1101 12/FA 300 386 277 392 77.72% 70.66% 7.06% LHS HIM-1101 13/FA 27 38 24 68 71.05% 35.29% 35.76% LHS HIM-1101 13/SP 259 341 218 318 75.95% 68.55% 7.40% LHS HIM-1101 13/SU 184 233 192 404 78.97% 47.52% 31.45% LHS HIM-1101 Total 770 998 711 1182 77.15% 60.15% 17.00% HIM-1110 12/FA 52 56.. 92.86%. 92.86% LHS HIM-1110 13/SU 1 1.. 100.00%. 100.00% LHS HIM-1110 Total 53 57 0 0 92.98% 92.98% HIM-1160 12/FA 39 49.. 79.59%. 79.59% LHS HIM-1160 13/SP 29 38.. 76.32%. 76.32% LHS HIM-1160 13/SU 10 12.. 83.33%. 83.33% LHS HIM-1160 Total 78 99 0 0 78.79% 78.79% HIM-1165 12/FA 83 90.. 92.22%. 92.22% LHS HIM-1165 13/SP 53 63.. 84.13%. 84.13% LHS HIM-1165 13/SU 41 46.. 89.13%. 89.13% LHS HIM-1165 Total 177 199 0 0 88.94% 88.94% HIM-1201 12/FA 37 49 14 18 75.51% 77.78% -2.27% LHS HIM-1201 13/SP 44 63 25 27 69.84% 92.59% -22.75% LHS HIM-1201 13/SU 24 32.. 75.00%. 75.00% LHS HIM-1201 Total 105 144 39 45 72.92% 86.67% -13.75% HIM-1204 12/FA 32 46.. 69.57%. 69.57% LHS HIM-1204 13/SP 50 63 13 13 79.37% 100.00% -20.63% LHS HIM-1204 Total 82 109 13 13 75.23% 100.00% -24.77% HIM-1217 13/SP 47 51.. 92.16%. 92.16% LHS HIM-1217 Total 47 51 0 0 92.16% 92.16% HIM-2110 12/FA 34 36 15 15 94.44% 100.00% -5.56% LHS HIM-2110 Total 34 36 15 15 94.44% 100.00% -5.56% HIM-2144 12/FA 15 15.. 100.00%. 100.00% LHS HIM-2144 Total 15 15 0 0 100.00% 100.00% HIM-2145 12/FA 8 8.. 100.00%. 100.00% LHS HIM-2145 13/SP 20 21.. 95.24%. 95.24% LHS HIM-2145 13/SU 24 26.. 92.31%. 92.31% LHS HIM-2145 Total 52 55 0 0 94.55% 94.55% HIM-2165 12/FA 30 31 10 10 96.77% 100.00% -3.23% LHS HIM-2165 Total 30 31 10 10 96.77% 100.00% -3.23% HIM-2211 13/SP 34 34 15 15 100.00% 100.00% 0.00% LHS HIM-2211 Total 34 34 15 15 100.00% 100.00% 0.00% HIM-2233 13/SP 46 50 3 3 92.00% 100.00% -8.00% LHS HIM-2233 Total 46 50 3 3 92.00% 100.00% -8.00% HIM-2252 13/SP 38 39.. 97.44%. 97.44% LHS HIM-2252 13/SU 3 3.. 100.00%. 100.00% LHS HIM-2252 Total 41 42 0 0 97.62% 97.62% HIM-2262 12/FA 13 30 5 6 43.33% 83.33% -40.00% LHS HIM-2262 13/SP 15 29 3 4 51.72% 75.00% -23.28% LHS HIM-2262 13/SU 12 26.. 46.15%. 46.15% LHS HIM-2262 Total 40 85 8 10 47.06% 80.00% -32.94% HIM-2278 13/SP 32 32 9 9 100.00% 100.00% 0.00% LHS HIM-2278 Total 32 32 9 9 100.00% 100.00% 0.00% HIM-9122 12/FA 52 71.. 73.24%. 73.24% LHS HIM-9122 Total 52 71 0 0 73.24% 73.24% HIM-9244 12/FA 30 30.. 100.00%. 100.00% LHS HIM-9244 Total 30 30 0 0 100.00% 100.00% div