Academic Resources for the New Educator

Patt Peterson, MA, RHIADirector of Education, AHIMApatt.peterson@ahima.org312-233-1132

What is the “Model Curriculum” for accredited programs and where can I find it?

• CAHIIM– www.cahiim.org/resources/– Knowledge clusters content and levels– Model Curricula– Gap Analysis– APAR

– Go to website

What is the “Model Curriculum” for approved coding programs and where can I find it?

• ACCP– www.ahima.org/academics– Program Standards– Model Curricula (Domains, KCs)– Gap Analysis (first step)

– Go to website

Where is the student recruitment website?

• www.healthinformationcareers.com

• New resource! Link to your own website

• Use it to advise potential students about your program and their academic choices

• Use it to educate others on campus who may not be familiar with HIM as a career!

• Go to website

It’s just me…how do I enrich the curriculum without paying for curriculum designers

• We’ll explore a variety of ideas to help you enhance the course content without spending extra dollars

Identify Reference Sources

• Post a question on the AOE CoP – what texts are you using for this class?

• Spreadsheet of “Program Text Choices”– 4 HIA and 14 HIT programs were reviewed at

random to see what texts & software applications they were using by class

• BOK: Body of Knowledge– Journal articles (all indexed by topics_– Use Quick Search feature – better results

Identify Reference Sources

• Vendor representatives – use them to present technical topics – Will often travel to your city if you host a local CE

evening and invite additional hospitals– Have students serve as hosts and welcome local

HIM practitioners – good networking opportunity

• COPs: Topic based like eHIM– Source of additional information – hot topics– Source of potential speakers for your class

Identify Reference Sources

• AHIMA Virtual Lab– Subscription costs covers all of the lesson plans

(already designed)– Participate in special Live Meeting “train the

trainer” sessions offered by VLab– Incorporate VLab (or something like it)

throughout the curriculum, not just a couple of courses

Identify Reference Sources: New!

• New program launching in the Fall –

ACE program– Contact ACE members to be guest lecturers in

your classroom on eHIM topics

• New website to be rolled out 07/08 – CourseShare– A national databank of lesson plans, it is a co-op,

withdrawal 5 lessons, deposit 1

Project

AHIMA CourseShare Project

Provide a free resource to accredited and approved programs giving access to HIM educators to supplemental course materials Extend the reach of AHIMA’s efforts to impact the training of the future eHIM workforce

Utilize a co-opt concept where educators are invited to share their course materials including: syllabi, lecture notes, exams, and assignments

Promote excellence in teaching at all academic levels by providing the training and resources that make excellent teaching possible

Reach out to industry and corporate experts to provide fresh perspectives on domains of learning

To encourage ‘deep learning’ of students of HIM to carry them past entry level skill sets and place them on the path to becoming subject matter experts

CourseShare is envisioned as being a web-based electronic publishing source to store and disseminate HIM course related materials using metadata tag criteria to facilitate a drill-down search for lessons by: domain, topic, and learning levels. The CourseShare Project will solicit course materials from educators and industry leaders for sharing with all HIM educators.

How do I know if my curriculum is complete?

• It is always a work in progress – AOE Summer Symposium is a good source of new lectures and lesson plans to incorporate into your program

• What’s available to help you create a course that fulfills the “Model Curriculum”:– Gap Analysis (identify where you teach the KC and

at what level)– HIT and HIA Competencies & Knowledge Clusters

(source document)• What isn’t available:

– Recommended Course Titles– Recommended Course Content– “Model” Syllabus

Refreshing the Curriculum

1. List those KCs that are not being addressed (or need to be reworked at a higher level)

2. Determine reference sources3. Create lessons incorporating KCs4. Create assignments5. Create exams/quizzes6. Evaluate whether to put into Skills Lab or

require it to be fulfilled in PPE

Identify Missing or incomplete KCs

• Complete a checklist – is each KC found in a course?

• It should appear in multiple lesson plans – first to introduce, then to teach at higher levels (don’t stop with introductory level teaching).

Understanding the level of competency that the student must acquire

• Competency Levels refers to the level of difficulty in course materials (Levels 1-5)

• One of the most common questions we receive – how do I teach and test for the higher level competencies?

Five Competency Levels identified in the HIM curriculum model

• 1. Awareness - Recall and recognition.• 2. Literacy - Knowledge of framework and

content.• 3. Concept - Comprehension, translation,

extrapolation and interpretation of meaning.• 4. Detailed Understanding - Appropriate

application of knowledge in a structured or controlled context.

• 5. Skilled use - Application using analysis, synthesis, and evaluation in new situations.

Example of Levels on Nomenclature: ICD-9-CM

1. Student knows what ICD-9-CM stands for.2. ICD-9-CM is the nomenclature used in the US for

coding and reimbursement purposes, and forms the foundation of DRGS.

3. The US and Pakistan are the only countries using ICD-9, the rest of the world uses ICD-10.

4. The reason we are still using ICD-9-CM is because, the obstacles standing in the way to adopting I-10 are, recent legislation expects the conversion to I-10 by…

5. Ability to map a series of codes from I-9 to I-10, and from I-9 to SNOMED, and understands the reasons why code mapping will become a crucial aspect of successful E.H.R. adoption.

Are the KC’s being taught at the right level?

• Data definitions, vocabularies, terminology, dictionaries (level 4)

• Healthcare data sets (OASIS, HEDIS, DEEDS, UHDDS) (level 4)– Data monitoring & compliance (level 5)

Create Lessons Incorporating KCS and Competency Levels

• From the Domain: Health Data Structures:

• KC: Data Definitions, Vocabularies, Terminologies, and Dictionaries

• I-10 Lesson Plan (sample)

• What else might we teach here?

Chunking Principle

• Chunking is a principle that applies to the effective communication of information between human beings.

• 1950s: Harvard psychologist - George A. Miller• Millers concept: Most of us can remember about

seven recently learned chunks of similarly classified data. Keep this in mind when you are presenting information to other people.

• The chunking principle requires you to classify the items into groups to reduce the information overload.

Chunking Limits:http://www.chambers.com.au/glossary/chunk.htm

• Principle: All information should be presented in small digestible units.

• Digestible unit: A digestible unit of information contains no more than nine separate items of information.

• Rationale: Research suggests that human beings can understand and remember no more than seven plus or minus two items of information at a time. This phenomenon is called the "chunking limit". Further, as the complexity of the information increases the chunking limit decreases.

Chunking Limits:http://www.chambers.com.au/glossary/chunk.htm

• Principle: All information should be presented in small digestible units.

• Digestible unit: A digestible unit of information contains no more than nine separate items of information.

• Rationale: Research suggests that human beings can understand and remember no more than seven plus or minus two items of information at a time. This phenomenon is called the "chunking limit". Further, as the complexity of the information increases the chunking limit decreases.

Data presented without chunking

http://www.mhhe.com

Data presented with chunking

http://www.mhhe.com

Creating Assignments

• Please see sample: “I-10 and Advocacy Assignment”

• This is an example of incorporating some of the online tools that are available at AHIMA

• A good time for the student to learn what is available as a resource from AHIMA is while they complete their assignments as a student.

Create Exams and Quizzes

• Assessments are very sensitive to the skill (or lack there of) of the exam designer

• Web based course management programs calculate error rates and standard deviations per exam question – use those tools to identify and throw out poorly written questions.

• Multiple assessments are best (Chunking)

Create Exams and Quizzes

• Assessments are very sensitive to the skill (or lack there of) of the exam designer

• Web based course management programs calculate error rates and standard deviations per exam question – use those tools to identify and throw out poorly written questions.

• Multiple assessments are best (Chunking)

Create Exams and Quizzes

• Assessments are very sensitive to the skill (or lack there of) of the exam designer

• Web based course management programs calculate error rates and standard deviations per exam question – use those tools to identify and throw out poorly written questions.

• Multiple assessments are best (Chunking)

Create Exams using Higher Cognitive LevelsLevels: 1 & 2

Knowledge/recall questionsinclude items such as:

– Defining terms– Giving examples– Summarizing main ideas

Create Exams using Higher Cognitive LevelsLevel: 3

Application questionsinclude items such as:

– Using known definitions to infer the solution to a new problem.

– Prioritizing items in a process.

Create Exams using Higher Cognitive LevelsLevels: 4 & 5

Analysis/Problem Solving Questionsinclude items such as the following:

• Applying judgment and drawing conclusions based upon available data and knowledge

• Setting priorities

• Developing criteria, policies, and procedures.

Evaluate How to Incorporate the KCs into the PPE Experience

• Students interview individuals who hold new HIM titles, e.g. “Compliance Officer”– See the “lime report” the latest Workforce Study Report that

identifies some of the new job titles

• Add new competencies into the PPE checklist manual for PPEs that takes place in an eHIM environment:– “Perform a variety of MPI functions including: duplicate

record identification, merge records function, and downstream correctives

Evaluate How to Incorporate the KCs into the PPE Experience

• Add new competencies into the PPE checklist manual for PPEs that takes place in an eHIM environment:– “Tegan, Ann et.al. “The E.H.R.’s Impact on HIM

Functions” Journal of AHIMA 76, #5 (May 2005)– The eHIM Work Group created an important white

paper on how functions change from the old paper based department to the new eHIM department

Faculty Benefits• Grants available through FORE to help fund your

master and doctorate dissertation and thesis work– http://www.ahima.org/fore/research/grantinaid.asp

• Faculty Development Stipends from FORE to fund instructors to attend specialized workshops and gather content for curriculum enrichment– http://www.ahima.org/fore/programs/stipends.asp

Faculty Support• AOE CoP – large, any educator can join (program

director must sponsor you)• Associate Degree CoP• Baccalaureate Degree CoP• eBlasts (for those who don’t visit…)• Corporate Connections program (internships)

• (NEW!) Faculty Mentoring Program to launch tomorrow at 5:00 pm – opportunity to be matched with at least two experienced faculty to assist you with common questions and concerns.

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