Curriculum to Accompany

Medical Assisting:

Administrative and Clinical Competencies,

6th Edition

Course:

Oral and Written Communications


Curriculum to Accompany Medical Assisting: Administrative and Clinical Competencies, 6th Edition

Course: Oral and Written Communications

Contents

Part A: Telephone communications

Part B: Schedule appointments

Part C: Written communications

Part D: Receiving and sending office communications

Part E: Office management equipment


Curriculum to Accompany Medical Assisting: Administrative and Clinical Competencies, 6th Edition

Course: Oral and Written Communications

Course Overview

The focus of this module is to provide instruction on the concepts of written communication ranging from chart documentation, scheduling appointments, and receiving and sending correspondence. In addition, necessary oral skills associated with telephone techniques are covered. Responsibilities associated with office equipment as well as routine maintenance of the administrative equipment are discussed.

Resource List

Textbook: Thomson Delmar Learning’s Medical Assistant: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2007, Thomson Delmar Learning, ISBN 1-4180-6633-8. Chapter 6.

Student CD-ROM: CD-ROM that accompanies Thomson Delmar Learning’s Medical Assistant: Administrative and Clinical Competencies, Sixth Edition. This CD-ROM contains StudyWARE, The Critical Thinking Challenge, and an Audio Library.

Workbook: Workbook to accompany Thomson Delmar Learning’s Medical Assistant: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2007, Thomson Delmar Learning, ISBN 1-4180-3267-0. Chapter 6.

Instructor’s Materials: Instructor’s Resource Manual to accompany Thomson Delmar Learning’s Medical Assistant: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2007, Thomson Delmar Learning, ISBN 1-4180-3268-9.

Instructor’s CD-ROM: Electronic Classroom Manager to accompany Thomson Delmar Learning’s Medical Assistant: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2007, Thomson Delmar Learning, ISBN 1-4180-3269-2.

DVD: Thomson Delmar Learning’s Critical Thinking for Medical Assistants DVD Series. Program 2, Communication Skills. Series ISBN 1-4018-3857-X.

DVD: Thomson Delmar Learning’s Critical Thinking for Medical Assistants DVD Series. Program 6, Medical Assessment in the Physician’s Office. Series ISBN 1-4018-3857-X.

DVD: Thomson Delmar Learning’s Skills and Procedures for Medical Assistants DVD Series. Program 1, Administrative Skills. Series ISBN 1-4018-3868-5.

The Internet: It is strongly recommended that faculty and learners alike have a working knowledge of the Internet.

Equipment List

  1. Multimedia projector
  2. Computer with Internet access
  3. Multimedia equipment
  4. AAMA credentialing information
  5. AMT credentialing information
  6. DVD player

CAAHEP content

III.C.1.e(1) Principles of verbal and nonverbal communication

III.C.1.e(2) Recognize and respond to verbal and nonverbal communication

III.C.1.e(5) Fundamental writing skills

ABHES content

VI.B.1.b(7)(a)[4] Appointments and scheduling

VI.B.1.b(7)(d) Equipment and supplies

VI.B.1.b(8)(a) Office machines, computerized systems/medical data processing

VI.B.1.b(8)(b) Medical correspondence and medical reports

CAAHEP competencies

III.C.3.a(1)(a) Schedule and manage appointments

III.C.3.a(1)(b) Schedule inpatient and outpatient admissions and procedures

III.C.3.c(1)(a) Respond to and initiate written communication

III.C.3.c(1)(b) Recognize and respond to verbal communication

III.C.3.c(1)(d) Demonstrate telephone techniques

III.C.3.c(4)(c) Utilize computer software to maintain office systems

ABHES competencies

VI.B.1.a(2)(e) Use proper telephone techniques

VI.B.1.a(2)(h) Receive, organize, prioritize, and transmit information expediently

VI.B.1.a(2)(i) Recognize and respond to verbal and nonverbal communication

VI.B.1.a(2)(j) Use correct grammar, spelling, and formatting techniques in written works

VI.B.1.a(2)(n) Application of electronic technology

VI.B.1.a(2)(o) Fundamental writing skills

VI.B.1.a(3)(c) Schedule and monitor appointments

VI.B.1.a(3)(d) apply computer concepts for office procedures

VI.B.1.a(3)(g) Schedule inpatient and outpatient admissions

VI.B.1.a(6)(b) Operate and maintain facilities and perform routine maintenance of administrative and clinical equipment safely

VI.B.1.a(6)(d) Evaluate and recommend equipment and supplies for practice

Learning Activities

(HW) Terminology Notebook. Assign chapter for reading and have students define key terms and retain in a key term notebook for future reference.

(ICA) Show a DVD clip—“Communicating on the Telephone” from Program 2: Communication Skills (Critical Thinking series).

(ICA) Show a DVD clip—“Proper Telephone Screening” and “Improper Telephone Screening” from Program 6: Medical Assessment in the Physician’s Office (Critical Thinking series).

(ICA) Prior to performing Procedure 6-1, present some scenarios for practice screening

(ICA) Complete Procedure 6-1; attach record of the call as work product to the performance evaluation checklist

(ICA) Complete Procedure 6-2; attach record of the messages as work product to the performance evaluation checklist

(ICA) Complete Procedure 6-3; attach chart documentation as work product to the performance evaluation checklist

(ICA) Role play some examples of difficult calls with individual students to improve their affective responses

(HW) Chapter 6, Unit 1 Workbook Assignment Sheet.

(ICD) Have the students discuss the various goals for appointment scheduling as presented in Figure 6-6

(ICA) Show a DVD clip—“Screenings and schedulings” from Program 6: Medical Assessment in the Physician’s Office (Critical Thinking series).

(ICA) Show a DVD clip—“Scheduling a patient over the phone” from Program 1: Administrative Skills (Skills and Procedures series).

(ICA) Show a DVD clip—“Strategies and methods of scheduling” from Program 1: Administrative Skills (Skills and Procedures series).

(ICA) Complete Procedure 6-4; attach the appointment page as work product to the performance evaluation checklist

(ICA) Complete Procedure 6-5; attach the chart documentation as work product to performance evaluation checklist

(HW) Chapter 6, Unit 2 Workbook Assignment Sheet.

(ICA) Compose a letter to which the student must prepare a written response. Have the student to complete a rough draft for your review.

(ICA) Complete Procedure 6-6 based on the student’s draft; attach the letter and envelope as work product to the performance evaluation checklist.

(ICA) Provide the student a topic on which to compose a business letter. Have the student to complete a rough draft for your review.

(ICA) Complete Procedure 6-7 based on the student’s draft; attach the letter and envelope as work product to the performance evaluation checklist.

(ICA) Distribute a critique of written correspondence and have the student to identify the proofreader’s marks

(HW) Chapter 6, Unit 3 Workbook Assignment Sheet.

(ICA) Obtain samples of various types of mail classifications for the student to examine

(ICA) Arrange to take the student to your facility’s business office to look at various equipment used for communication.

(HW) Activities. Complete Activities 1-3 on page 179 of the text.

(HW) Chapter 6, Unit 4 Workbook Assignment Sheet.

(ICA) Complete Procedure 6-8.

(ICA) Complete Procedure 6-9.

(ICA) Complete Procedure 6-10; attach transcription page as work product to the performance evaluation checklist.

(ICA) Complete Procedure 6-11 by accessing SYNAPSE in the student workbook; attach the print-out from SYNAPSE as work product to the performance evaluation checklist.

(HW) The Critical Thinking Challenge, page 179.

(HW) Chapter 6, Unit 5 Workbook Assignment Sheet.

(HW) The StudyWare Challenge, Chapter 6. Have students take the Quiz in “Quiz Mode” and either email their scores to the instructor, or print the scores to turn in.

(ICA) Following review of the chapter and homework assignments, give a quiz on this chapter that includes the content and competencies listed for CAAHEP and ABHES.

Part A: Telephone Communications

Learning Objectives

Cognitive

  1. Define the key terms presented in the chapter.
  2. Describe methods of screening incoming calls.
  3. Explain the proper protocol for answering the telephone in the medical office.
  4. Explain the procedure for handling nonemergency calls.
  5. List the information that should be included in all telephone messages.

Affective

  1. Describe the different types of phone calls that a medical assistant may have to answer in the medical office and explain how each should be handled.
  2. Explain the protocol for handling callers who refuse to identify themselves.

Psychomotor

  1. Perform a telephone screening.
  2. Obtain a telephone message from a recording device.
  3. Obtain a telephone message from an outside answering service.
  4. Place a follow-up call to inform the patient of test results.

Key Concepts / References & Activities / Slides
Protocol for answering a multi-line phone / Page 115 / 3-5
Telephone screening and triage / Page 116
Procedure 6-1 / 3-7
Proper method for recording telephone messages / Page 119
Procedure 6-2 / 8-12
Common types of phone calls / Table 6-1
Page 120
Procedure 6-3 / 13
HIPAA connection for telephone messages to patients / Page 123 / 11

(ICA) In-Class Activities

  1. Show a DVD clip—“Communicating on the Telephone” from Program 2: Communication Skills (Critical Thinking series).
  2. Show a DVD clip—“Proper Telephone Screening” and “Improper Telephone Screening” from Program 6: Medical Assessment in the Physician’s Office (Critical Thinking series).
  3. Prior to performing Procedure 6-1, present some scenarios for practice screening.
  4. Complete Procedure 6-1; attach record of the call as work product to the performance evaluation checklist.
  5. Complete Procedure 6-2; attach record of the messages as work product to the performance evaluation checklist.
  6. Complete Procedure 6-3; attach chart documentation as work product to the performance evaluation checklist.
  7. Role play some examples of difficult calls with individual students to improve their affective responses.

(ICD) In-Class Discussion

  1. One should answer a business telephone by which ring?

One should answer a business phone by the third ring even if it means having to place another caller on hold.

  1. What types of information should be found on a telephone message form?

The caller’s full name, spelled correctly; brief note indicating the nature of the call; action required; date, time of call, initials of person receiving call; and phone number of caller including the area code

  1. Give some examples of the most common types of incoming business/medical calls.

Referrals; appointment requests; prescriptions; test results; emergencies; other physicians, hospitals or laboratories; personal calls; general business calls

(HW) Homework Assignments

  1. Terminology Notebook. Assign the unit for reading and have students define key terms and retain in a key term notebook for future reference.
  2. Chapter 6, Unit 1 Workbook Assignment Sheet.

Presentation Tools

Note to Instructors: If you change Objectives or Assignments, don’t forget to change the slides accordingly.

Chapter 6, Slides 1-2 / Introduce the course and unit.
Slides 3-5 / Answering the telephone in the medical office.
Include comment for non-automated systems that phone needs to answered by the 3rd ring
Slide 5 / Click on the icon to show a brief video clip.
Slide 6 / Examples of routing calls.
Slide 7 / Handling nonemergency calls.
Slides 8-10 / The telephone message.
Slides 11-12 / Leaving a telephone message.
Information may be left if a signed release to that effect is on file.
Slide 13 / Callers who refuse to identify themselves.
Slide 14 / Have students answer the checkpoint questions on the slide to review the content in the unit.

Part B: Schedule Appointments

Learning Objectives

Cognitive

1.  Define the key terms presented in the unit.

2.  List and discuss ways that the office staff can establish the most desirable method of scheduling for their individual needs.

3.  Explain what is meant by establishing a matrix and its importance.

4.  List and explain the various methods for scheduling.

5.  Describe the advantages and disadvantages of each scheduling method.

6.  List and discuss the most important points to consider in determining when to schedule an appointment when a patient calls.

7.  Describe the importance of a triage manual for handling phone calls.

8.  Explain the most practical way to schedule a patient who is always late.

9.  Explain and discuss the purpose of the rules for handling a canceled appointment.

10.  List and discuss the goals of the physician, the medical assistant, and the patient regarding the appointment schedule.

11.  List common abbreviations and their meanings used in making appointments.

12.  Describe various ways of recording appointment schedules and give advantages and disadvantages of each.

13.  State what information should be included in a procedure manual to help the medical assistant with making referral appointments.

14.  Explain the procedures for making various appointments.

Psychomotor

15.  Schedule an appointment.

16.  Arrange a referral appointment.

Initial Questions and Activities

å  Have the students discuss the various goals for appointment scheduling as presented in Figure 6-6.

Key Concepts / References & Activities / Slides
Appointments and the appointment matrix / Pages 129-130 / 16-19
Various scheduling methods / Table 6-2
Page 132
Procedure 6-4 / 20-24
Referral appointments / Page 136
Procedure 6-5

(ICA) In-Class Activities

1.  Show a DVD clip—“Screenings and schedulings” from Program 6: Medical Assessment in the Physician’s Office (Critical Thinking series).

2.  Show a DVD clip—“Scheduling a patient over the phone” from Program 1: Administrative Skills (Skills and Procedures series).

3.  Show a DVD clip—“Strategies and methods of scheduling” from Program 1: Administrative Skills (Skills and Procedures series).

4.  Complete Procedure 6-4; attach the appointment page as work product to the performance evaluation checklist

5.  Complete Procedure 6-5; attach the chart documentation as work product to performance evaluation checklist

(ICD) In-Class Discussion

1.  How does the matrix function with regarding to appointment scheduling?

The matrix is time blocked off in the schedule when the provider is unavailable to see patients.

(HW) Homework Assignments

1.  Terminology Notebook. Assign the unit for reading and have students define key terms and retain in a key term notebook for future reference.

2.  Chapter 6, Unit 2 Workbook Assignment Sheet.

Presentation Tools

Note to Instructors: If you change Objectives or Assignments, don’t forget to change the slides accordingly.

Chapter 6, Slide 15 / Introduce the unit.
Slide 16 / Methods of appointment scheduling.
Slides 17-18 / Goals of appointment scheduling.
Slide 19 / Establishing the appointment matrix.
Include a discussion on computerized appointment sheets rather than limiting discussion to paper copies of appointment books.
Slides 20-21 / Scheduling patients over the phone.
Slides 22-23 / Maintaining the schedule—handling late patients and cancelled appointments.
No show patients should be contacted about missing the appointment and rescheduled.
Slide 24 / Common abbreviations used in appointment scheduling.
Refer students to Figure 6-13 on page 134.
Slide 25 / Have students answer the checkpoint questions on the slide to review the content in the unit.

Part C: Written Communications