Solution Manual For Administrative Medical Assisting, 8th Edition

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’S MANUAL TO ACCOMPANYAdministrativeMedical AssistingEighth EditionLinda L. French, CMA-C (AAMA), NCICS, CPCFormerly,and Business Consultant,Administrative Medical Assisting,Medical Terminology, and Medical Insurance Billing and CodingSimi Valley Adult School and Career Institute, Simi Valley, CaliforniaVentura College, Ventura, CaliforniaOxnard College, Oxnard, CaliforniaSanta Barbara Business College, Ventura, CaliforniaHarbor College of Court Reporting, Ventura, CaliforniaUniversity of California Extension, Ventura, CaliforniaTEXTBOOK GUIDE

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iiiContentsPreface / vInstructional Techniques and Methods of Presentation / vLearning Style Assessment / vAssignments / viGeneral Instructions / viiMaterials and Equipment / viiAudiovisual Aids / viiResources / viiiJob Skill Performance Evaluation Checklists / viiiNational Curriculum Competencies / viiiCollaborative Learning / ixGrading and Correcting / ixGrading Software Programs / xOutline and Contents of the Course / xEvaluations / xiiiStudent Evaluation / xiiiEvaluation of the Course and/ xivSectioni:textbook and Workbook Answer KeyCorrespondingJob Skills inUnitChaptertheWorkbookUNIT 1PROFESSIONAL AND CAREER RESPONSIBILITIESChapter 1: A Career as an Administrative Medical Assistant /21-1 through 1-6Chapter 2: The Health Care Environment: Past, Present, and Future /142-1 through 2-5Chapter 3: Medicolegal and Ethical Responsibilities /253-1 through 3-7UNIT 2INTERPERSONAL COMMUNICATIONSChapter 4: The Art of Communication /414-1 through 4-13Chapter 5: Receptionist and the Medical Office Environment /545-1 through 5-9Chapter 6: Telephone Procedures /696-1 through 6-4Chapter 7: Appointments /867-1 through 7-7UNIT 3RECORDS MANAGEMENTChapter 8: Filing Procedures /1028-1 through 8-5Chapter 9: Medical Records /1129-1 through 9-6Chapter 10: Drug and Prescription Records /12710-1 through 10-8

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ContentsivUNIT 4WRITTEN COMMUNICATIONSChapter 11: Written Correspondence /13811-1 through 11-10Chapter 12: Processing Mail and Electronic Correspondence /15312-1 through 12-9UNIT 5FINANCIAL ADMINISTRATIONChapter 13: The Revenue Cycle: Fees, Credit, and Collection /17113-1 through 13-6Chapter 14: Banking /18514-1 through 14-5Chapter 15: Bookkeeping /19515-1 through 15-13Chapter 16: Procedure Coding /22716-1 through 16-6Chapter 17: Diagnostic Coding /23917-1 through 17-6Chapter 18: Health Insurance Systems and Claim Submission /24918-1 through 18-4UNIT 6MANAGING THE OFFICEChapter 19: Office Managerial Responsibilities /26619-1 through 19-9Chapter 20: Financial Management of the Medical Practice /28220-1 through 20-10UNIT 7EMPLOYMENTChapter 21: Seeking a Position as an AdministrativeMedical Assistant (online)*21-1 through 21-4Sectionii: Medicalterminology and AbbreviationtestsTesting /308Instructions /308Review Test 1: Chapters 1 through 4 /308Review Test 2: Chapters 5 through 8 /308Review Test 3: Chapters 9 through 12 /309Review Test 4: Chapters 13 through 16 /309Review Test 5: Chapters 17 through 21 /310Sectioniii:educationalcompetenciesCompetency-Based Learning /312Competency Tables /313American Medical Technologists Medical Assisting Task List: Table III-A /313Commission on Accreditation of Allied Health Education Programs (CAAHEP)Educational Competencies: Table III-B /314Accrediting Bureau of Health Education Schools Competencies: Table III-C /325CMA(AAMA) Certification Examination Content: Table III-D /328Registered Medical Assistant Certification Examination Competencies:Table III-E /338Certified Medical Administrative Specialist (CMAS) Examination Specification:Table III-F /345*Chapter 21,Seeking a Position as an Administrative Medical Assistantmay be found online at: http://www.CengageBrain.com and may be usedas an instructional chapter or to supplement a separate course in career development.

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vTheAdministrative Medical Assistingtextbook has been prepared for students in training to becomeadministrative medical assistants in outpatient settings such as physician’s offices or clinics, as well asthose who will be using administrative skills in other areas and health care settings. Thisinstructor’sguidehas been prepared for teachers who use this text in either a single-semester or two-semestermedical office procedures course. This manual has been developed to:1.Orient the instructor in the organization and special features of thetextbookandWorkbook.2.Present a plan for the content and organization of a course in medical office administra-tive procedures.3.Give suggestions for instructional techniques, methods of presentation, and use ofadditional resources.4.Provide a key to thetextbookStop and Think Case Scenarios and Exam-Style ReviewQuestions and also the Abbreviation and Spelling Review, Review Questions, CriticalThinking Exercises, and Job Skill activities as they appear in theWorkbook.5.Offer cross-reference tables to competency grids (e.g., CAAHEP and ABHES) to helpinstructors locate relevant material required by accrediting organizations for medicalassisting programs.6.Provide tests on medical abbreviations (see the end of this manual).INSTRUCTIONAL TECHNIQUES AND METHODS OF PRESENTATIONIt is each instructor’s goal to guide and direct students’ interests and discovery while they presentfacts in an environment that allows students to interpret, discuss, and arrive at personal conclusions.An educator who is passionate about the subject matter, respects and values students’ varying opin-ions and learning styles, encourages collaboration, and develops rapport between himself or herselfand the student, incites the passion to learn in students.Nontraditional teaching techniques are now being used, and computer-based and online learningequally expands the possibilities for educators and students. The student is the focal point and theteacher becomes a facilitator as students are immersed into the material and can experiment throughhands-on learning instead of just being passive listeners. Since facts need to be learned and oftenmemorized, traditional lectures are still needed, so a mixed model of the old and new may be benefi-cial. As facts are integrated, students are exposed to new perspectives, making connections with thematerial learned, and gaining personal experience.Today, because of the expanse of information that changes so rapidly, students need to knowwhere to find information in addition to knowing what to do and how to do it. Students also need anopen-ended approach to their learning, so they can adapt to change and continue their professionaldevelopment throughout their careers.LEARNING STYLE ASSESSMENTTo learn how to assess student’s learning styles, search the Internet for one of the following sites:•LDpride.net•learning-stylesinventoryPreface

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viPrefaceASSIGNMENTSStudents are asked to complete the exam-style review questions in thetextbookand the review ques-tions in theWorkbookafter reading each chapter to reexamine important points and to reinforce the-ory. Critical thinking exercises may be assigned as homework or used to generate discussion duringthe class session.Job Skills provide hands-on experience, allowing students to practice realistic tasks they willencounter in a work situation. There are a number of Internet Job Skills that provide students anopportunity to practice computer skills and develop research techniques. Stop and Think CaseScenarios may be handled in several ways, such as homework assignments or class discussion, or uti-lized for collaborative learning (e.g., cluster group discussions, oral presentations, and debates).A show-and-tell atmosphere can be encouraged by asking students to bring in any news items orvisual examples pertinent to the subject for sharing with the class. Extra points may be awarded forsuch student participation. Vary the instructional method from time to time with guest speakers anddifferent methods of presentation to motivate students and inspire enthusiasm. Encourage membersof the class to attend medically related community activities, such as a first-aid course, cardiopulmo-nary resuscitation class, health week activities, and lectures open to the public.Please write with comments and constructive criticisms; they will permit me to continuallyimprove the text,Workbook,’s Manual,ancillaries, and website, making them more useful.Linda L. French, CMA-C (AAMA), NCICS, CPC954TennysonLaneVentura, CA 93003-7509Email: frenchmedical@aol.com

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viiGeneral InstructionsIn teaching administrative medical assisting, the instructor’s responsibility is to prepare students for employmentby presenting basic instructions and practical training so they will gain the confidence necessary to perform gen-eral medical office procedures. The content inAdministrative Medical Assisting,eighth edition, presumes thatwhen students become employed as administrative medical assistants, they will receive some on-the-job instruc-tion to help apply and adjust the training received in their course.In preparation for teaching the course, review the chapter titles in the table of contents to see exactly whatmaterial will be presented. To create an office-type learning environment, you might tell students, “We will beworking for two physicians in a mock office situation, and I am the office manager.” In other words, each stu-dent will be playing the role of a medical assistant working on-the-job as he or she moves through practical officeexperiences with the instructor/office manager helping to complete the tasks in a proper and thorough mannerwithin a reasonable period of time. Assist the students as they perform the office tasks without being too critical,and encourage them to ask questions.Ask students to retain representative samples of their work in a notebook to present to prospective employ-ers as part of their document file or personal portfolio.MATERIALSANDEQUIPMENTThe classroom should be equipped with computers with an Internet connection since many of the exercisesrequire keyed assignments and all job skill forms are found online. TheIntroductionto theWorkbookincludes alist of the additional materials required for the complete course. These materials should be obtained by the stu-dent as the need arises. Encourage students to purchase and use a medical dictionary to help them with spelling,definitions, and pronunciation of medical terms and abbreviations. Students should also provide the necessarypaper for note taking, a red pen or highlighter to mark thetextbook, and a three-ring binder with index tabs forkeeping their completed assignments. TheWorkbookhas perforated, three-hole-punched pages so the exercisescan be removed and kept for handwritten or typed assignments.Blank job skill forms are available on the free Student Companion Site at www.cengagebrain.com, and canbe downloaded and filled out electronically or printed and filled out manually for submission with assignments.On the Cengage website, search for the ISBN of thetextbookto locate the student and instructor companion sites.Try to obtain a number of drug reference books (e.g.,Physicians’ Desk Reference). Employed former stu-dents may be excellent sources for obtaining old copies of these.Contact the local telephone company and borrow or purchase telephone equipment for teaching the useof multiple-line phone services. The use of such equipment while role-playing gives students excellent practicalexperience.AUDIOvISUALAIDSA Microsoft©PowerPoint®presentation has been developed to accompany all chapters. Each may be used as anoutline during lecture to direct students’ attention to key points. They can also be used to help explain content orpresent and review steps in job skills.OnlineWorkbookJob Skill forms, mentioned earlier, may be filled in electronically and projected duringclass for demonstrations. If a Job Skill has not been assigned for homework, the material could be presented as ademonstration during a class session.Coordinatingbulletin boarddisplays or alearning centerwith sample materials relating to the current topicadds interest and helps to motivate students. Suggestions for such displays for each chapter are interspersed

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viiiGeneral Instructionsthroughout this manual. Cartoons about equipment, terminology, or medical office situations can be used to addhumor from time to time.Ask students who work in or visit medical offices to bring in samples, for example, appointment cards, blankfinancial sheets, patient information booklets, physicians’ newsletters, hospital scheduling forms, and so forth.These may be passed around in class or used for display on a bulletin board.Reference materials that the instructor may choose to obtain for class use are listed at the end of each chap-ter in thetextbook.RESOURCESTheCompanion Siteis loaded with content to provide instructors with complete support in the class-room.Deliverpowerfullectures,createtotallessonplans,customizeexams,andmonitorstudentprogressthroughout the course using these valuable electronic tools. Access theCompanion Site at http://www.cengagebrain.com/loginanduseyourCengageLearningfacultyaccounttologin.Onceinside,addthetextbookto your dashboard to view these resources in the following ways:•Customizetheelectronic’s Manual filesto individual class needs.•Delivereffectivepresentationswithchapterpresentationsin Microsoft©PowerPoint®, which include visualsand video clips.•Createquizzesandteststomonitorstudentprogressutilizingover1200questionswiththeComputerizedTest Bankin ExamView®.•PickoutimportantvisualsfromtheImage Libraryto incorporate into your own class presentations.JOB SKILL PERFORMANCE EvALUATION CHECKLISTSPerformance Evaluation Checklists are combined in theWorkbookat the end of each Job Skill. Each Job Skillmay be removed from theWorkbookand, when completed, handed in with the checklist for evaluation; spacefor three attempts has been provided. These checklists are designed with simplicity in mind to help students per-form each step of the exercise satisfactorily, and then to be used by the instructor to evaluate each step. Pointshave been assigned according to the number of components required in each step and the level of difficulty.The instructor may change the point system if desired.To obtain a student score for the exercise, divide the points earned by the total points possible. For example,if the student earns 70 out of 80 points, he or she would receive a score of 87.5% (70480587.5), which couldbe rounded off to 88%.NATIONAL CURRICULUM COMPETENCIESNational curriculum competencies are cross-referenced at the end of each job skill to the Commission onAccreditation of Allied Health Education Programs (CAAHEP) competency list. Each competency fits into oneof three learning domains:1.Cognitive—the knowledge base.2.Psychomotor—the learned skills.3.Affective—behavior related to the interest, attitudes, values, and adjustments of each individual. Eachtask an administrative medical assistant performs includes one of these affective behaviors; therefore,they are not cross-referenced with each job skill. The emotional responses inaffective learningincludethe following:a.Characterization—depicting a person’s total behavior that is consistent with internalized values.b.Organization—committing to a set of values as a person displays or communicates these.c.Receiving—being aware of or passively attending to stimuli (e.g., listening).d.Responding—complying with given expectations by reacting to stimuli.e.Value—displaying behavior consistent with a belief or attitude when in a given situation; not forcedto comply.To learn more about these learning domains, explore Bloom’sTaxonomy of Learning Domainsfound on theInternet

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ixGeneral InstructionsNational curriculum competencies are also cross-referenced to the Accrediting Bureau of Health EducationSchools (ABHES) competency list. See Section III (Educational Competencies) for competency tables andgrids.COLLABORATIvELEARNINGIt is critical to learn how to function as a team while working in a medical office, and collaborative assignmentscan give students practice working together. The purpose of a team activity is to provide students with an orga-nized and planned approach to completing a group activity. The following outline offers suggestions for a teamactivity:1.Team members:Determineteammembers;haveeachwritetheirnamesonalistwithcontactinforma-tion for other team members.2.Communication:Have the team determine how they want to communicate with each other and howfrequently (e.g., face-to-face meetings, email, or telephone).3.Goals:Determinewhatthetimelineisforvariouspartsoftheprojectandnotethefinalduedate.4.Tasks:Talk about and determine the skills and talents of team members, then write out all of thetasks needed to complete the exercise. Next, decide who does what and write out each member’sassigned task for the project.5.Rules:Determinewhatthe“teamrules”arefortheproject,thenmakealistofagreeduponguidelinesto follow during the activity (e.g., offer ideas without fear of criticism, 24 hour turn-around on emailcommunication).Team Assignment Grading CriteriaGrading criteria can be based on the following:1.Team Assignment:The team is responsible for developing details of the team assignment (see detailslisted under team activity) in a team meeting on the first day of class; time should be allowed.The plan will be turned in at the end of the class (5 points).2.Team Member Evaluation:Students will be responsible for evaluating team members, this ensures thatteam participating is uniform throughout the group. The evaluation is based on team member partici-pation and the completion of tasks assigned (15 points).3.Class Peer Evaluation:A simple scale of 1–10 can be used by classmates to evaluate the overall teamassignment (15 points).4.Evaluation:The instructor should look at the presentation for accuracy, credibility, andfinal product (5 points).Note:The total grade consists of 40 possible points.GRADING AND CORRECTINGTheperformance objectivesthat accompany each Job Skill should be carefully noted. Thetaskprovides a suc-cinct description of each Job Skill, and theconditionlists what is needed to complete each skill as well as where torefer to illustrations, step-by-step procedures, and examples, which may be found in thetextbookorWorkbook.Thestandardsandtimeprovide a place for the instructor to fill in the time allotted for each skill and minimumscore required. They provide a standard or criterion against which the students’ work can be measured. It maybeimpossibletogradeeverything,buteachskillshouldbeanalyzed.Letthestudentshelpwhenpossible,sincethis reinforces the strived-for skills. You may wish to grade very little and keep minus scores for incompleteexercises. Tell the students that they will be advised when their work will be graded, the criteria and point systemused, and the grades recorded. Be consistent and fair in whatever method you choose and inform the students ofyour expectations.Performance Evaluation Checklists can be placed in the students’ folders with their returned work andinclude the instructor’s comments or critique, as well as the student’s scores. Some instructors grade at a levelthat allows little room for student errors, since an error in the real world could have devastating consequencesfor a patient. You may choose to have the student redo some exercises until they are in perfect form.

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xGRADINGSOFTwAREPROGRAMSClass Action GradebookCalEd SoftwareWebsite: http://www.classactiongradebook.comTelephone: (831) 239-5521Class Mate Gradebook SoftwareWebsite: http://www.classmategrading.comTelephone: (915) 203-6114MicroGrade and WebGradeChariot Software GroupWebsite: http://www.chariot.comTelephone: (858) 270-0202Zangle Gradebook and Zangle AttendanceZangle Connection © C Innovation, Inc.Internet Search: Zangle Gradebook/ZangleAttendanceOUTLINE AND CONTENTS OF THE COURSEThis course can be taught in either one or two semesters, depending on the number of lecture and laboratoryhours included. (A two-semester course is preferred.) It may be possible to cover more than one chapter persession and to omit selected sections of a chapter that may be covered in another course or not be relevant to stu-dents in your area.Following are outlines for various length courses:ONE-SEMESTER 18-WEEKS 3-HOURS-PER-WEEK COURSE OUTLINEWeek 1A Career as an Administrative Medical AssistantChapters 1 and 2The Health Care Environment: Past, Present, and FutureWeek 2Medicolegal and Ethical ResponsibilitiesChapters 3Week 3The Art of CommunicationChapter 4Week 4Receptionist and the Medical Office EnvironmentChapter 5Week 5Telephone ProceduresChapter 6Week 6AppointmentsChapter 7Week 7Filing ProceduresChapter 8Week 8Medical RecordsChapter 9Week 9DrugandPrescriptionRecordsChapter 10Week 10Written CorrespondenceChapters 11 and 12Processing Mail and Electronic CorrespondenceWeek 11The Revenue Cycle: Fees, Credit, and CollectionChapter 13Week 12BankingChapters 14 and 15BookkeepingWeek 13Procedure CodingChapter 16Week 14DiagnosticCodingChapter 17Week 15Health Insurance Systems and Claim SubmissionChapter 18Week 16Office Managerial ResponsibilitiesChapter 19Week 17Financial Management of the Medical PracticeSeeking a Position as an Administrative Medical Assistant*Chapters 20 and 21Week 18Final examinationONE SEMESTER 18-WEEKS 3-HOURS-PER-WEEK COURSE OUTLINEOMIT: Medical Insurance Billing and Coding (Chapters 16, 17, and 18)Week 1A Career as an Administrative Medical AssistantChapters 1 and 2The Health Care Environment: Past, Present, and FutureWeek 2Medicolegal and Ethical ResponsibilitiesChapter 3*Chapter 21,Seeking a Position as an Administrative Medical Assistant, may be found online at http://www.CengageBrain.com and may beused as an instructional chapter or to supplement a separate course in career development.General Instructions

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xiWeek 3The Art of CommunicationChapter 4Week 4Receptionist and the Medical Office EnvironmentChapter 5Week 5Telephone ProceduresChapter 6Week 6AppointmentsChapter 7Week 7Filing ProceduresChapter 8Week 8Medical RecordsChapter 9Week 9DrugandPrescriptionRecordsChapter 10Week 10Written CorrespondenceChapter 11Week 11Processing Mail and Electronic CorrespondenceChapter 12Week 12The Revenue Cycle: Fees, Credit, and CollectionChapter 13Week 13BankingChapter 14Week 14BookkeepingChapter 15Week 15Office Managerial ResponsibilitiesChapter 19Week 16Financial Management of the Medical PracticeChapter 20Week 17Seeking a Position as an Administrative Medical Assistant*Chapter 21Week 18Final examinationONE SEMESTER 18-WEEKS 3-HOURS-PER-WEEK COURSE OUTLINEOMIT: Medical Insurance Billing and Coding and Office Management Theory (Chapters 16, 17, 18, and 19)Week 1A Career as an Administrative Medical AssistantChapter 1Week 2The Health Care Environment: Past, Present, and FutureChapter 2Week 3Medicolegal and Ethical ResponsibilitiesChapter 3Week 4The Art of CommunicationChapter 4Week 5Receptionist and the Medical Office EnvironmentChapter 5Week 6Telephone ProceduresChapter 6Week 7AppointmentsChapter 7Week 8Filing ProceduresChapter 8Week 9Medical RecordsChapter 9Week 10DrugandPrescriptionRecordsChapter 10Week 11Written CorrespondenceChapter 11Week 12Processing Mail and TelecommunicationsChapter 12Week 13The Revenue Cycle: Fees, Credit, and CollectionChapter 13Week 14BankingChapter 14Week 15BookkeepingChapter 15Week 16Financial Management of the Medical PracticeChapter 20Week 17Seeking a Position as an Administrative Medical Assistant*Chapter 21Week 18Final examinationTWO-SEMESTER 36-WEEKS 3-HOURS-PER-WEEK COURSE OUTLINEFirst SemesterUNIT1PROFESSIONALANDCAREERRESPONSIBILITIESWeek 1A Career as an Administrative Medical AssistantChapter 1Week 2The Health Care Environment: Past, Present, and FutureChapter 2Week 3Medicolegal and Ethical ResponsibilitiesChapter 3UNIT2INTERPERSONALCOMMUNICATIONSWeek 4The Art of CommunicationChapter 4Week 5Receptionist and the Medical Office EnvironmentChapter 5Week 6Telephone ProceduresChapter 6General Instructions

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xiiWeeks 7 and 8AppointmentsChapter 7Week 9Review and Midterm ExaminationChapters 1–7UNIT3RECORDSMANAGEMENTWeek 10Filing ProceduresChapter 8Weeks 11 and 12Medical RecordsChapter 9Week 13DrugandPrescriptionRecordsChapter 10UNIT 4 WRITTEN COMMUNICATIONSWeeks 14 and 15Written CorrespondenceChapter 11Weeks 16 and 17Processing Mail and Electronic CorrespondenceChapter 12Week 18Review and Final ExaminationChapters 1–12Second SemesterUNIT5FINANCIALADMINISTRATIONWeeks 1 and 2The Revenue Cycle: Fees, Credit, and CollectionChapter 13Week 3BankingChapter 14Weeks 4 and 5BookkeepingChapter 15Week 6Review and MidtermChapters 13–15Weeks 7 and 8Procedure CodingChapter 16Weeks 9 and 10DiagnosticCodingChapter 17Weeks 11 and 12Health Insurance Systems and Claim SubmissionChapter 18Weeks 13 and 14Office Managerial ResponsibilitiesChapter 19Weeks 15 and 16Financial Management of the Medical PracticeChapter 20Week 17Seeking a Position as an Administrative Medical Assistant*Chapter 21Week 18Review and Final Examination*Chapter 21,Seeking a Position as an Administrative Medical Assistant, may be found online at: http://www.CengageBrain.com and may beused as an instructional chapter or to supplement a separate course in career development.General Instructions

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xiiiEvaluations are a critical part of learning. It is important to reinforce when something has been donecorrectly.And, by first realizing that errors have been made, then correcting errors along the way and stopping to reflecton what has been learned, one assimilates new information into long-term memory. Both the student andinstructor need to be evaluated so positive reinforcement takes place and improvement can be made.STUDENTEvALUATIONStudents may be evaluated for various skills as the course progresses. For example, during telephone role-playing, a critique can be made of the students’ prompt response, courtesy, technique, voice, and diction; use ofpush button, intercom, and cutoffs; handling of an emergency call; and taking messages.Evaluation points could be earned during the semester for the following:1.Regularity of attendance, promptness in arriving at class, and participation2.Cooperative attitude toward work, other students, and the instructor, as well as willingness to help3.Ability to apply theory in practical exercises4.Overall accuracy, neatness, amount of usable work produced, and attractiveness of finished work5.Judgment and reliability: ability to use critical thinking skills and to make correct decisions inde-pendently; ability to work under pressure and follow through to completion6. Leadership:abilitytogiveconstructivecriticismandeasy-to-followdirections7.Personal characteristics: overall appearance, attitude, personality, and integrityAstudent self-assessmentcan help improve student engagement, motivation, and learning. It has a powerfulimpact on student performance and empowers students to guide their own learning and improve performance asthey identify discrepancies between current and desired performance. Areas to include could be:1.Participation2.Communication3.Collaboration (team work)4.Problem Solving5.Attendance6.Appropriate BehaviorEach area should have between 4 and 8 specific criteria listed (e.g., Participation: (1) listens actively withempathy; does not interrupt and (2) seeks to understand rather than to advocate for own ideas). The studentwould select a rating from 1 to 5: 1-inadequate, 2-poor, 3-meets minimum expectations, 4-above average, and5-excellent; a comment area should be provided and required for any rating 2 or below.To improve future classes and to find out whether the course has met the students’ needs, distribute evalu-ation sheets at the end of the course for the students’ comments and criticisms. They may be completed anony-mously. A sample evaluation sheet follows.Evaluations

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xivEvaluationsEvALUATIONOFTHECOURSEAND’s Name ______________________________________________________Semester ________________________Donotputyournameonthispaper.Pleasereadallofthequestionsthroughbeforeansweringanyofthem.1.At the beginning of the course, did you think that your knowledge of medical office procedures was (circle one):a.goodb.averagec.poor2.At the end of the course, do you think that your knowledge of medical office procedures is (circle one):a.unaffectedb.improved somewhatc.improved a great deal3.The amount of homework or exercises assigned was (circle one):a.not enoughb.adequatec.too much4.In regard to the Job Skills and/or homework, circle the statement with which you most agree.a.Could have been covered by lecturec.Reinforced by the lectureb. Didnotadequatelyapplytothelectured.Couldbeclassifiedas“busywork”5.Which of the following statements best describes the tests you have taken? (You may circle more than one.)a.Tests were unfair and tricky.d.The tests covered material taught in the course.b.Tests were usually fair and reasonable.e.Not enough tests were given.c.The material on the tests was not coveredf.Not enough short quizzes were given.sufficiently in class.6.Circle the things that you liked best about the course and that enhanced learning:a.Films or videotapese.Guest speakersi.Hands-on bookkeeping systemb.Flash cardsf.Handouts/sample formsj.Critical thinking exercisesc. Lecturesg.WorkbookJob Skill exercisesk.Otherd.PowerPointh.Review questionsComments:7.Comment on the features that were helpful or unneeded in the:a.Textbookb.Workbookc.Job Skills8.Doyouthinkyoucoulddothebookkeepinginaphysician’sofficeaftercompletingthecourse?YesNo.If not, why not?9.Doyouthinkthatyoucouldperformallofthedutiesofanadministrativemedicalassistant(withtheexcep-tion of transcription) in a physician’s office?YesNo. If not, why not?10.What specific suggestions do you have for improving the course?

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xvEvaluations11.What courses not on the schedule would you like to see offered?12.Doestheinstructorhaveanyhabitsorcharacteristicsthatbotheryouorthatyouparticularlylike?Explain:

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