Solution Manual For Administrative Medical Assisting, 8th Edition

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’S MANUAL TO ACCOMPANY
Administrative
Medical Assisting
Eighth Edition
Linda L. French, CMA-C (AAMA), NCICS, CPC
Formerly, and Business Consultant,
Administrative Medical Assisting,
Medical Terminology, and Medical Insurance Billing and Coding
Simi Valley Adult School and Career Institute, Simi Valley, California
Ventura College, Ventura, California
Oxnard College, Oxnard, California
Santa Barbara Business College, Ventura, California
Harbor College of Court Reporting, Ventura, California
University of California Extension, Ventura, California
TEXTBOOK GUIDE

iii
Contents
Preface / v
Instructional Techniques and Methods of Presentation / v
Learning Style Assessment / v
Assignments / vi
General Instructions / vii
Materials and Equipment / vii
Audiovisual Aids / vii
Resources / viii
Job Skill Performance Evaluation Checklists / viii
National Curriculum Competencies / viii
Collaborative Learning / ix
Grading and Correcting / ix
Grading Software Programs / x
Outline and Contents of the Course / x
Evaluations / xiii
Student Evaluation / xiii
Evaluation of the Course and / xiv
Section i: textbook and Workbook Answer Key
Corresponding
Job Skills in
Unit Chapter the
Workbook
UNIT 1 PROFESSIONAL AND CAREER RESPONSIBILITIES
Chapter 1: A Career as an Administrative Medical Assistant / 2 1-1 through 1-6
Chapter 2: The Health Care Environment: Past, Present, and Future / 14 2-1 through 2-5
Chapter 3: Medicolegal and Ethical Responsibilities / 25 3-1 through 3-7
UNIT 2 INTERPERSONAL COMMUNICATIONS
Chapter 4: The Art of Communication / 41 4-1 through 4-13
Chapter 5: Receptionist and the Medical Office Environment / 54 5-1 through 5-9
Chapter 6: Telephone Procedures / 69 6-1 through 6-4
Chapter 7: Appointments / 86 7-1 through 7-7
UNIT 3 RECORDS MANAGEMENT
Chapter 8: Filing Procedures / 102 8-1 through 8-5
Chapter 9: Medical Records / 112 9-1 through 9-6
Chapter 10: Drug and Prescription Records / 127 10-1 through 10-8

Contentsiv
UNIT 4 WRITTEN COMMUNICATIONS
Chapter 11: Written Correspondence / 138 11-1 through 11-10
Chapter 12: Processing Mail and Electronic Correspondence / 153 12-1 through 12-9
UNIT 5 FINANCIAL ADMINISTRATION
Chapter 13: The Revenue Cycle: Fees, Credit, and Collection / 171 13-1 through 13-6
Chapter 14: Banking / 185 14-1 through 14-5
Chapter 15: Bookkeeping / 195 15-1 through 15-13
Chapter 16: Procedure Coding / 227 16-1 through 16-6
Chapter 17: Diagnostic Coding / 239 17-1 through 17-6
Chapter 18: Health Insurance Systems and Claim Submission / 249 18-1 through 18-4
UNIT 6 MANAGING THE OFFICE
Chapter 19: Office Managerial Responsibilities / 266 19-1 through 19-9
Chapter 20: Financial Management of the Medical Practice / 282 20-1 through 20-10
UNIT 7 EMPLOYMENT
Chapter 21: Seeking a Position as an Administrative
Medical Assistant (online)* 21-1 through 21-4
Section ii: Medical terminology and Abbreviation tests
Testing / 308
Instructions / 308
Review Test 1: Chapters 1 through 4 / 308
Review Test 2: Chapters 5 through 8 / 308
Review Test 3: Chapters 9 through 12 / 309
Review Test 4: Chapters 13 through 16 / 309
Review Test 5: Chapters 17 through 21 / 310
Section iii: educational competencies
Competency-Based Learning / 312
Competency Tables / 313
American Medical Technologists Medical Assisting Task List: Table III-A / 313
Commission on Accreditation of Allied Health Education Programs (CAAHEP)
Educational Competencies: Table III-B / 314
Accrediting Bureau of Health Education Schools Competencies: Table III-C / 325
CMA (AAMA) Certification Examination Content: Table III-D / 328
Registered Medical Assistant Certification Examination Competencies:
Table III-E / 338
Certified Medical Administrative Specialist (CMAS) Examination Specification:
Table III-F / 345
*Chapter 21, Seeking a Position as an Administrative Medical Assistant may be found online at: http://www.CengageBrain.com and may be used
as an instructional chapter or to supplement a separate course in career development.

v
The Administrative Medical Assisting textbook has been prepared for students in training to become
administrative medical assistants in outpatient settings such as physician’s offices or clinics, as well as
those who will be using administrative skills in other areas and health care settings. This instructor’s
guide has been prepared for teachers who use this text in either a single-semester or two-semester
medical office procedures course. This manual has been developed to:
1. Orient the instructor in the organization and special features of the textbook and
Workbook.
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 of
additional resources.
4. Provide a key to the textbook Stop and Think Case Scenarios and Exam-Style Review
Questions and also the Abbreviation and Spelling Review, Review Questions, Critical
Thinking Exercises, and Job Skill activities as they appear in the Workbook.
5. Offer cross-reference tables to competency grids (e.g., CAAHEP and ABHES) to help
instructors locate relevant material required by accrediting organizations for medical
assisting programs.
6. Provide tests on medical abbreviations (see the end of this manual).
INSTRUCTIONAL TECHNIQUES AND METHODS OF PRESENTATION
It is each instructor’s goal to guide and direct students’ interests and discovery while they present
facts 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 herself
and the student, incites the passion to learn in students.
Nontraditional teaching techniques are now being used, and computer-based and online learning
equally expands the possibilities for educators and students. The student is the focal point and the
teacher becomes a facilitator as students are immersed into the material and can experiment through
hands-on learning instead of just being passive listeners. Since facts need to be learned and often
memorized, 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 the
material learned, and gaining personal experience.
Today, because of the expanse of information that changes so rapidly, students need to know
where to find information in addition to knowing what to do and how to do it. Students also need an
open-ended approach to their learning, so they can adapt to change and continue their professional
development throughout their careers.
LEARNING STYLE ASSESSMENT
To learn how to assess student’s learning styles, search the Internet for one of the following sites:
• LDpride.net
• learning-styles inventory
Preface

vi
Preface
ASSIGNMENTS
Students are asked to complete the exam-style review questions in the textbook and the review ques-
tions in the Workbook after 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 during
the class session.
Job Skills provide hands-on experience, allowing students to practice realistic tasks they will
encounter in a work situation. There are a number of Internet Job Skills that provide students an
opportunity to practice computer skills and develop research techniques. Stop and Think Case
Scenarios 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 or
visual examples pertinent to the subject for sharing with the class. Extra points may be awarded for
such student participation. Vary the instructional method from time to time with guest speakers and
different methods of presentation to motivate students and inspire enthusiasm. Encourage members
of 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 continually
improve the text, Workbook, ’s Manual, ancillaries, and website, making them more useful.
Linda L. French, CMA-C (AAMA), NCICS, CPC
954 Tennyson Lane
Ventura, CA 93003-7509
Email: frenchmedical@aol.com

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vii
General Instructions
In teaching administrative medical assisting, the instructor’s responsibility is to prepare students for employment
by presenting basic instructions and practical training so they will gain the confidence necessary to perform gen-
eral medical office procedures. The content in Administrative Medical Assisting, eighth edition, presumes that
when 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 what
material will be presented. To create an office-type learning environment, you might tell students, “We will be
working 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 office
experiences with the instructor/office manager helping to complete the tasks in a proper and thorough manner
within 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.
MATERIALS AND EQUIPMENT
The classroom should be equipped with computers with an Internet connection since many of the exercises
require keyed assignments and all job skill forms are found online. The Introduction to the Workbook includes a
list 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 necessary
paper for note taking, a red pen or highlighter to mark the textbook, and a three-ring binder with index tabs for
keeping their completed assignments. The Workbook has perforated, three-hole-punched pages so the exercises
can 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 can
be downloaded and filled out electronically or printed and filled out manually for submission with assignments.
On the Cengage website, search for the ISBN of the textbook to 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 use
of multiple-line phone services. The use of such equipment while role-playing gives students excellent practical
experience.
AUDIOvISUAL AIDS
A Microsoft© PowerPoint® presentation has been developed to accompany all chapters. Each may be used as an
outline during lecture to direct students’ attention to key points. They can also be used to help explain content or
present and review steps in job skills.
Online Workbook Job Skill forms, mentioned earlier, may be filled in electronically and projected during
class for demonstrations. If a Job Skill has not been assigned for homework, the material could be presented as a
demonstration during a class session.
Coordinating bulletin board displays or a learning center with sample materials relating to the current topic
adds interest and helps to motivate students. Suggestions for such displays for each chapter are interspersed

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viii
General Instructions
throughout this manual. Cartoons about equipment, terminology, or medical office situations can be used to add
humor from time to time.
Ask students who work in or visit medical offices to bring in samples, for example, appointment cards, blank
financial 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 the textbook.
RESOURCES
The Companion Site is loaded with content to provide instructors with complete support in the class-
room. Deliver powerful lectures, create total lesson plans, customize exams, and monitor student progress
throughout the course using these valuable electronic tools. Access the Companion Site at http://www
.cengagebrain.com/login and use your Cengage Learning faculty account to log in. Once inside, add the textbook
to your dashboard to view these resources in the following ways:
• Customize the electronic ’s Manual files to individual class needs.
• Deliver effective presentations with chapter presentations in Microsoft © PowerPoint ®, which include visuals
and video clips.
• Create quizzes and tests to monitor student progress utilizing over 1200 questions with the Computerized
Test Bank in ExamView ®.
• Pick out important visuals from the Image Library to incorporate into your own class presentations.
JOB SKILL PERFORMANCE EvALUATION CHECKLISTS
Performance Evaluation Checklists are combined in the Workbook at the end of each Job Skill. Each Job Skill
may be removed from the Workbook and, when completed, handed in with the checklist for evaluation; space
for 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. Points
have 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% (70 4 80 5 87.5), which could
be rounded off to 88%.
NATIONAL CURRICULUM COMPETENCIES
National curriculum competencies are cross-referenced at the end of each job skill to the Commission on
Accreditation of Allied Health Education Programs (CAAHEP) competency list. Each competency fits into one
of 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. Each
task an administrative medical assistant performs includes one of these affective behaviors; therefore,
they are not cross-referenced with each job skill. The emotional responses in affective learning include
the 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 forced
to comply.
To learn more about these learning domains, explore Bloom’s Taxonomy of Learning Domains found on the
Internet

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ix
General Instructions
National curriculum competencies are also cross-referenced to the Accrediting Bureau of Health Education
Schools (ABHES) competency list. See Section III (Educational Competencies) for competency tables and
grids.
COLLABORATIvE LEARNING
It is critical to learn how to function as a team while working in a medical office, and collaborative assignments
can 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 team
activity:
1. Team members: Determine team members; have each write their names on a list with contact informa-
tion for other team members.
2. Communication: Have the team determine how they want to communicate with each other and how
frequently (e.g., face-to-face meetings, email, or telephone).
3. Goals: Determine what the timeline is for various parts of the project and note the final due date.
4. Tasks: Talk about and determine the skills and talents of team members, then write out all of the
tasks needed to complete the exercise. Next, decide who does what and write out each member’s
assigned task for the project.
5. Rules: Determine what the “team rules” are for the project, then make a list of agreed upon guidelines
to follow during the activity (e.g., offer ideas without fear of criticism, 24 hour turn-around on email
communication).
Team Assignment Grading Criteria
Grading criteria can be based on the following:
1. Team Assignment: The team is responsible for developing details of the team assignment (see details
listed 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 that
team 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 team
assignment (15 points).
4. Evaluation: The instructor should look at the presentation for accuracy, credibility, and
final product (5 points). Note: The total grade consists of 40 possible points.
GRADING AND CORRECTING
The performance objectives that accompany each Job Skill should be carefully noted. The task provides a suc-
cinct description of each Job Skill, and the condition lists what is needed to complete each skill as well as where to
refer to illustrations, step-by-step procedures, and examples, which may be found in the textbook or Workbook.
The standards and time provide a place for the instructor to fill in the time allotted for each skill and minimum
score required. They provide a standard or criterion against which the students’ work can be measured. It may
be impossible to grade everything, but each skill should be analyzed. Let the students help when possible, since
this reinforces the strived-for skills. You may wish to grade very little and keep minus scores for incomplete
exercises. Tell the students that they will be advised when their work will be graded, the criteria and point system
used, and the grades recorded. Be consistent and fair in whatever method you choose and inform the students of
your expectations.
Performance Evaluation Checklists can be placed in the students’ folders with their returned work and
include the instructor’s comments or critique, as well as the student’s scores. Some instructors grade at a level
that allows little room for student errors, since an error in the real world could have devastating consequences
for a patient. You may choose to have the student redo some exercises until they are in perfect form.

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x
GRADING SOFTwARE PROGRAMS
Class Action Gradebook
CalEd Software
Website: http://www.classactiongradebook.com
Telephone: (831) 239-5521
Class Mate Gradebook Software
Website: http://www.classmategrading.com
Telephone: (915) 203-6114
MicroGrade and WebGrade
Chariot Software Group
Website: http://www.chariot.com
Telephone: (858) 270-0202
Zangle Gradebook and Zangle Attendance
Zangle Connection © C Innovation, Inc.
Internet Search: Zangle Gradebook/Zangle
Attendance
OUTLINE AND CONTENTS OF THE COURSE
This course can be taught in either one or two semesters, depending on the number of lecture and laboratory
hours included. (A two-semester course is preferred.) It may be possible to cover more than one chapter per
session 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 OUTLINE
Week 1 A Career as an Administrative Medical Assistant Chapters 1 and 2
The Health Care Environment: Past, Present, and Future
Week 2 Medicolegal and Ethical Responsibilities Chapters 3
Week 3 The Art of Communication Chapter 4
Week 4 Receptionist and the Medical Office Environment Chapter 5
Week 5 Telephone Procedures Chapter 6
Week 6 Appointments Chapter 7
Week 7 Filing Procedures Chapter 8
Week 8 Medical Records Chapter 9
Week 9 Drug and Prescription Records Chapter 10
Week 10 Written Correspondence Chapters 11 and 12
Processing Mail and Electronic Correspondence
Week 11 The Revenue Cycle: Fees, Credit, and Collection Chapter 13
Week 12 Banking Chapters 14 and 15
Bookkeeping
Week 13 Procedure Coding Chapter 16
Week 14 Diagnostic Coding Chapter 17
Week 15 Health Insurance Systems and Claim Submission Chapter 18
Week 16 Office Managerial Responsibilities Chapter 19
Week 17 Financial Management of the Medical Practice
Seeking a Position as an Administrative Medical Assistant*
Chapters 20 and 21
Week 18 Final examination
ONE SEMESTER 18-WEEKS 3-HOURS-PER-WEEK COURSE OUTLINE
OMIT: Medical Insurance Billing and Coding (Chapters 16, 17, and 18)
Week 1 A Career as an Administrative Medical Assistant Chapters 1 and 2
The Health Care Environment: Past, Present, and Future
Week 2 Medicolegal and Ethical Responsibilities Chapter 3
*Chapter 21, Seeking a Position as an Administrative Medical Assistant, may be found online at http://www.CengageBrain.com and may be
used as an instructional chapter or to supplement a separate course in career development.
General Instructions

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xi
Week 3 The Art of Communication Chapter 4
Week 4 Receptionist and the Medical Office Environment Chapter 5
Week 5 Telephone Procedures Chapter 6
Week 6 Appointments Chapter 7
Week 7 Filing Procedures Chapter 8
Week 8 Medical Records Chapter 9
Week 9 Drug and Prescription Records Chapter 10
Week 10 Written Correspondence Chapter 11
Week 11 Processing Mail and Electronic Correspondence Chapter 12
Week 12 The Revenue Cycle: Fees, Credit, and Collection Chapter 13
Week 13 Banking Chapter 14
Week 14 Bookkeeping Chapter 15
Week 15 Office Managerial Responsibilities Chapter 19
Week 16 Financial Management of the Medical Practice Chapter 20
Week 17 Seeking a Position as an Administrative Medical Assistant* Chapter 21
Week 18 Final examination
ONE SEMESTER 18-WEEKS 3-HOURS-PER-WEEK COURSE OUTLINE
OMIT: Medical Insurance Billing and Coding and Office Management Theory (Chapters 16, 17, 18, and 19)
Week 1 A Career as an Administrative Medical Assistant Chapter 1
Week 2 The Health Care Environment: Past, Present, and Future Chapter 2
Week 3 Medicolegal and Ethical Responsibilities Chapter 3
Week 4 The Art of Communication Chapter 4
Week 5 Receptionist and the Medical Office Environment Chapter 5
Week 6 Telephone Procedures Chapter 6
Week 7 Appointments Chapter 7
Week 8 Filing Procedures Chapter 8
Week 9 Medical Records Chapter 9
Week 10 Drug and Prescription Records Chapter 10
Week 11 Written Correspondence Chapter 11
Week 12 Processing Mail and Telecommunications Chapter 12
Week 13 The Revenue Cycle: Fees, Credit, and Collection Chapter 13
Week 14 Banking Chapter 14
Week 15 Bookkeeping Chapter 15
Week 16 Financial Management of the Medical Practice Chapter 20
Week 17 Seeking a Position as an Administrative Medical Assistant* Chapter 21
Week 18 Final examination
TWO-SEMESTER 36-WEEKS 3-HOURS-PER-WEEK COURSE OUTLINE
First Semester
UNIT 1 PROFESSIONAL AND CAREER RESPONSIBILITIES
Week 1 A Career as an Administrative Medical Assistant Chapter 1
Week 2 The Health Care Environment: Past, Present, and Future Chapter 2
Week 3 Medicolegal and Ethical Responsibilities Chapter 3
UNIT 2 INTERPERSONAL COMMUNICATIONS
Week 4 The Art of Communication Chapter 4
Week 5 Receptionist and the Medical Office Environment Chapter 5
Week 6 Telephone Procedures Chapter 6
General Instructions

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xii
Weeks 7 and 8 Appointments Chapter 7
Week 9 Review and Midterm Examination Chapters 1–7
UNIT 3 RECORDS MANAGEMENT
Week 10 Filing Procedures Chapter 8
Weeks 11 and 12 Medical Records Chapter 9
Week 13 Drug and Prescription Records Chapter 10
UNIT 4 WRITTEN COMMUNICATIONS
Weeks 14 and 15 Written Correspondence Chapter 11
Weeks 16 and 17 Processing Mail and Electronic Correspondence Chapter 12
Week 18 Review and Final Examination Chapters 1–12
Second Semester
UNIT 5 FINANCIAL ADMINISTRATION
Weeks 1 and 2 The Revenue Cycle: Fees, Credit, and Collection Chapter 13
Week 3 Banking Chapter 14
Weeks 4 and 5 Bookkeeping Chapter 15
Week 6 Review and Midterm Chapters 13–15
Weeks 7 and 8 Procedure Coding Chapter 16
Weeks 9 and 10 Diagnostic Coding Chapter 17
Weeks 11 and 12 Health Insurance Systems and Claim Submission Chapter 18
Weeks 13 and 14 Office Managerial Responsibilities Chapter 19
Weeks 15 and 16 Financial Management of the Medical Practice Chapter 20
Week 17 Seeking a Position as an Administrative Medical Assistant * Chapter 21
Week 18 Review and Final Examination
*Chapter 21, Seeking a Position as an Administrative Medical Assistant, may be found online at: http://www.CengageBrain.com and may be
used as an instructional chapter or to supplement a separate course in career development.
General Instructions

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xiii
Evaluations are a critical part of learning. It is important to reinforce when something has been done correctly.
And, by first realizing that errors have been made, then correcting errors along the way and stopping to reflect
on what has been learned, one assimilates new information into long-term memory. Both the student and
instructor need to be evaluated so positive reinforcement takes place and improvement can be made.
STUDENT EvALUATION
Students 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 of
push 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 participation
2. Cooperative attitude toward work, other students, and the instructor, as well as willingness to help
3. Ability to apply theory in practical exercises
4. Overall accuracy, neatness, amount of usable work produced, and attractiveness of finished work
5. 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 completion
6. Leadership: ability to give constructive criticism and easy-to-follow directions
7. Personal characteristics: overall appearance, attitude, personality, and integrity
A student self-assessment can help improve student engagement, motivation, and learning. It has a powerful
impact on student performance and empowers students to guide their own learning and improve performance as
they identify discrepancies between current and desired performance. Areas to include could be:
1. Participation
2. Communication
3. Collaboration (team work)
4. Problem Solving
5. Attendance
6. Appropriate Behavior
Each area should have between 4 and 8 specific criteria listed (e.g., Participation: (1) listens actively with
empathy; does not interrupt and (2) seeks to understand rather than to advocate for own ideas). The student
would select a rating from 1 to 5: 1-inadequate, 2-poor, 3-meets minimum expectations, 4-above average, and
5-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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xiv
Evaluations
EvALUATION OF THE COURSE AND
’s Name ______________________________________________________ Semester ________________________
Do not put your name on this paper. Please read all of the questions through before answering any of them.
1. At the beginning of the course, did you think that your knowledge of medical office procedures was (circle one):
a. good b. average c. poor
2. At the end of the course, do you think that your knowledge of medical office procedures is (circle one):
a. unaffected b. improved somewhat c. improved a great deal
3. The amount of homework or exercises assigned was (circle one):
a. not enough b. adequate c. too much
4. In regard to the Job Skills and/or homework, circle the statement with which you most agree.
a. Could have been covered by lecture c. Reinforced by the lecture
b. Did not adequately apply to the lecture d. Could be classified as “busy work”
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 covered f. 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 videotapes e. Guest speakers i. Hands-on bookkeeping system
b. Flash cards f. Handouts/sample forms j. Critical thinking exercises
c. Lectures g. Workbook Job Skill exercises k. Other
d. PowerPoint h. Review questions
Comments:
7. Comment on the features that were helpful or unneeded in the:
a. Textbook
b. Workbook
c. Job Skills
8. Do you think you could do the bookkeeping in a physician’s office after completing the course? Yes No.
If not, why not?
9. Do you think that you could perform all of the duties of an administrative medical assistant (with the excep-
tion of transcription) in a physician’s office? Yes No. If not, why not?
10. What specific suggestions do you have for improving the course?

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