Introduction to Medical and Clinical Assistant Certification Instructional Plan

Laura Bondurant February 10, 2014 Michael Burnett

AET/515

Instructional Goal
The goal for the Introduction to Medical and Clinical Assistant Certification class is for the students to describe, demonstrate, summarize, and explain the general tasks involved in being a medical assistant.

Performance-Based Objectives

(After reading the information below, delete and insert your information.) Learning Objective: Beginning students will recognize, identify, and experiment with basic patient intake forms and appointment scheduling by participating in doctors office role play in which student performs above tasks with another role playing student. Learning Objective: Beginning medical assistant students will each participate in a mock doctors office visit in which they will model taking a personal medical history of a fellow student. Every student will play both parts. One student will play the assistant and other will be the patient. Students who are the assistants will demonstrate the ability to identify and ask medical questions, write a medical history on a computer, and demonstrate the ability to elicit further information from patient if that patient is reticent to divulge information.

Summative Assessment and Learning Outcomes

Describe intake forms and medical history questionnaire. Demonstrate understanding of intake forms and appointment scheduling. Interpret a patients filled out personal medical history form. Explain the filled out intake form and personal medical history forms. Demonstrate competency using computer as a medical assistant. Add printed materials to student portfolio.

Learner Characteristics
From the needs analysis, this college introduction class would most likely have a young, female target audience with little to no prior knowledge of course content. They would have a high school diploma or a GED. The target audience would have specific goals such as having a good, stable career, a strong interest in helping others, and an interest in bettering themselves.

Learning Context
The instructional setting for the introduction class would be face to face instruction at NVCC. The facilities would have a classroom, its own computer lab, and a mock doctors office to simulate the actual working environment. This mock office will be beneficial for the students and instructor to meet the goal and objectives of the class. There will also be an extensive online medical library since the current school library would be inadequate. There will be adequate space and equipment for a class of 25 students. Students will have lecture, individual assignments, lab work, and a learning team.

Delivery Modality
The Introduction to Medical and Clinical Assistant Certification class will be a face-to-face course with interaction between instructor and students and students and students. This course will make use of a white board, mini-whiteboards, computers, internet, and other electronic media.

Instructional Strategies
This introduction class will deliver an overview of the Introduction to Medical and Clinical Assistant Certification. It will touch briefly on all aspects of this career.

Instructional Strategies
Direct Instruction- instructor-led lecture using PowerPoint top help students develop basic knowledge construction of the medical/clinical assistant program and help students see the big picture (Saskatoon Public Schools, 2009). Indirect Instruction- Ice Breaker group discussion on why students have chosen this career. Interactive Group Instruction- Role playing to practice scheduling appointments and handling patient intake forms from a mock patient.

Instructional Strategies
Experiential Learning- Simulation for students to experience taking a personal medical history from a mock patient in a simulated exam room. Independent Study- Learning logs to check students attitudes toward lessons. There will also be computer assisted instruction with textbooks e-materials including quizzes and Critical Thinking Challenge application(Lindh, Pooler, Tamparo, Dahl, & Morris, 2014).

Plan for Implementation

The Introduction to Medical and Clinical Assistant Certification class is a one credit class that will meet two consecutive Wednesday nights for three hours each. The class will also be offered on a Saturday as a six and one-half hour class. The class will be held in a new state-of-the-art classroom designed for the the Medical and Clinical Assistant Program at NVCC. The classroom will have regular white boards, an interactive light board capable of displaying PowerPoint and other activities via a projector. A state of the art computer lab will be attached to the classroom. There will also be a mock doctors office waiting room and consultation room (Note: This state-of-the-art classroom will be used during the entire certification program).

Plan for Implementation

ImplementationTeam:
Dean of Students NVCC Counselors Financial Aid Counselor Technical Support Instructor Doctors, nurses, and medical assistant volunteers from North Valley Medical Center

Facts of Implementation:
High School Fair with NVCC representatives to attract students Students must fill out NVCC application and meet all school requirements Instruction on-site at NVCC A new certification program started each semester

Instructional Resources

Materials: Delmars Comprehensive Medical Assisting: Administrative and Clinical Competencies, 5th Edition 2 C.D. ROMS Online Medical Library PowerPoint handouts Mini-whiteboards

Formative Assessment
Formative Assessment Strategies: Pop quizzes Mini-whiteboards to practice billing and coding (Wees, 2012) Rubrics by instructor for role play and simulation Written peer assessment (with rubric) for partners role play and simulation (West Virginia Department of Education, n.d.) Graphic organizer (map) of how to take personal medical history (West Virginia Department of Education, n.d.)

Evaluation Strategies
Plan Evaluation objectives: Did course satisfy prospective certification students Student Exit Survey (Learning Solutions, 2014) Student Focus Groups (Learning Solutions, 2014) Data from supervisors including relevant materials and role plays Data from participants (one-to-one or small groups) (Learning Solutions, 2014) Quantitative analysis of rubrics

Outcome Review
Role Play and Mock Rubrics: Beginning students will recognize, identify, and experiment with basic patient intake forms and appointment scheduling. Beginning students will recognize, identify, and experiment in taking a personal medical history of a mock patient.

Recommendations
Based on rubric scores, surveys, and exit questionnaires, students gained considerable knowledge of what it takes to be a medical and clinical assistant. There is the possibility that too much information was included in a short amount of time. Class could either be lengthened or course content streamlined.

References
Bloom's taxonomy action verbs. (n.d.). Retrieved from http://www.clemson.edu/assessment/assessmentpractices/referencematerials/documents/Blooms %20Taxonomy%20Action%20Verbs.pdf Cal Poly. (2014). Learning outcomes assessment planning guide. Retrieved from http://www.academicprograms.calpoly.edu/assessment/assessplanguide.htm Learning Solutions. (2014). How to evaluate instruction, including elearning. Retrieved from http://learningsolutionsmag.com Lindh, W., Pooler, M., Tamparo, C., Dahl, B., & Morris, J. (2014). Delmars comprehensive medical assisting: Administrative and clinical competencies (5th ed.). Stanford, CT: Cenegege Learning. National Training and Education. (n.d.). Analyze. Retrieved from https://www.firstrespondertraining.gov/rtdc/state/analyze.htm# Saskatoon Public Schools. (2009). Instructional strategies online. Retrieved from http://olc.spsd.sk.ca Wees, D. (2012). 54 different examples of formative assessment. Retrieved from https://docs.google.com/presentation/d/1nzhdnyMQmio5lNT75ITB45rHyLISHEEHZlHTWJRqLmQ/ pub?start=false&loop=false&delayms=3000&slide=id.p West Virginia Department of Education. (n.d.). Examples of formative assessment. Retrieved from http://wvde.state.wv.us/teach21/FormativeAssessment.html