Medical Assisting Education Board

Curriculum Change Workbook

2015 Standards - MAERB Core Curriculum

Table of Contents

Introduction and Organization of Material

Part 1: Current Program Schedule and Courses

Part 2: Proposed Program Schedule and Courses

Part 3: Background

Part 4: Complete Description of the Changes

Part 5: Distribution of the MAERB Core Curriculum

Cognitive Objectives

Psychomotor Competencies

Affective Competencies

Part 6: Syllabi

Introduction and Organization of Material

Based upon MAERB Policy 235, it is required to report the following curriculum changes to the MAERB Accreditation office:

Addition or deletion of courses
Change in the method of delivery modality
A change in the total number of clock or credit hours
Redistribution of course content without a credit change
Renumbering, renaming or re-sequencing of courses

For each of these above-listed scenarios, MAERB requests that you describe the changes in a cover letter, which is to be sent to your program’s Case Manager via email, along with electronic copies of all revised and current syllabi. The cover letter should include the reason for the change, a brief description of the modifications, the timing and implementation of the change, and a statement regarding the number of clock/credit hours before and after the change.

The procedure for submitting the change, however, can vary according to the specific change, as some changes require you to submit a completed curriculum change workbook. Prior to submitting anything to the office, it is recommended that you contact your Case Manager in order to ascertain the process that will be most effective for the curriculum change that is planned for a specific program.

The following two changes require submission of a completed curriculum change workbook, along with the same above-requested cover letter and electronic copies of all revised syllabi.

Addition or deletion of courses (if the course contains the MAERB core curriculum)
More than a 10% change in the cumulative clock or credit hours of the program’s curriculum

If there is a change in method of delivery that includes the teaching and assessing of the psychomotor competencies in either “Foundations of Clinical Practices” or “Safety and Emergency Practices” through a distance education modality (see policy 132 for more details), then there is a special workbook, Teaching Invasive or Protective Competencies via Distance Education (TIPCDE), that must be completed. You will need to contact your Case Manager for the TIPCDE Workbook. The syllabi that you submit should have very abbreviated titles of ten characters or less, as the model below outlines:

When MAERB approves your curriculum change, the program will be invoiced accordingly, based upon the fee outlined in Policy 115 and the MAERB Accreditation Fee Schedule.

General Information

Title of Medical Assisting Program / Click here to enter text. /
Address of Institutional Webpage for Program, if applicable / Click here to enter text. /
Award granted / Choose an item. /
Sponsoring Institution / Click here to enter text. /
Mailing Address 1 / Click here to enter text. /
Mailing Address 2 / Click here to enter text. /
City, State, Zip / Click here to enter text. /
Institution Phone Number (include hyphens) / Click here to enter text. /
Website / Click here to enter text. /

Name and Contact information for person with the central responsibility for the preparation and submission of the Curriculum Change.Workbook.

Name and Credentials / Click here to enter text. /
Title / Click here to enter text. /
Mailing Address / Click here to enter text. /
City, State, Zip / Click here to enter text. /
Phone Number (include hyphens) / Click here to enter text. /
Email / Click here to enter text. /

Overview

Length of current program in months / Click here to enter text. / Length of proposed program in months / Click here to enter text. /
Current system of credit or clock hours (highlight which one) / Choose an item. / Proposed system of credit or clock hours (highlight which one) / Choose an item. /
Current total number of credit or clock hours / Click here to enter text. / Proposed total number of credit or clock hours / Click here to enter text. /
Current type of academic terms (semester, quarters, blocks) / Choose an item. / Proposed type of academic terms (semester, quarters, blocks) / Choose an item. /

Part 1: Current Program Schedule and Courses

Please list the courses within the medical assisting program that the students are required to take currently, prior to any proposed change. It is not necessary to list the general education courses. The only courses that should be listed are the ones that contain the MAERB Core Curriculum.

Course Number / Course Title / # of Lecture Hours / # of Lab hours / # of credits (if applicable) / Cognitive objectives taught (yes/no) / Psychomotor/Affective Competencies taught (yes/no) / Term Taken / Prerequisite, if any
Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. /
Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. /
Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. /
Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. /
Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. /
Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. /
Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. /
Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. /
Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. /
Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. /
Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. /
Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. /
Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. /
Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. /
Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. / Enter here. /

Part 2: Proposed Program Schedule and Courses

Please list the courses that the students will be required to take after the proposed change. It is not necessary to list the general education courses. The only courses that should be listed are the ones that contain the MAERB Core Curriculum.

Part 3: Background

What are the reasons for this proposed change in the program’s curriculum?

Click here to enter text. /

In what ways did your advisory committee provide input to and assist in developing this proposed change?

Click here to enter text. /

What new resources are necessary due to the proposed change in the program, and how will they be acquired?

Click here to enter text. /

What institutional process did you need to follow in order to put the curriculum change into place?

Click here to enter text. /

Do you anticipate that these proposed changes will affect the program outcomes (retention, job placement, employer and graduate satisfaction, and certifying exam participation and passage)?

Click here to enter text. /

Part 4: Complete Description of the Changes

Please go into detail about the nature of the changes. For example, if you have shifted the sequence of the courses as well as cut down on the number of credit hours, explain the shift of sequence and why some credit hours were eliminated. If, for example, you determined that an entire “content area” of the MAERB Core Curriculum needed to be taught in a completely different course, explain why that determination was made. If you have determined to incorporate a two-part practicum, explain in detail how you will ensure that the students will cover and be assessed on the appropriate cognitive objectives and psychomotor and affective competencies prior to their being put into place. Details will be very important in understanding the context of the change.

Click here to enter text.

Part 5: Proposed Distribution of the MAERB Core Curriculum

You must fill out the entire Curriculum Map, even for the cognitive objectives and psychomotor and affective competencies.

Cognitive Objectives

Course Number (eg, MED 101, MED 107) / Crosswalk (if applicable) If the program creates its own course learning objectives and does not use the number and precise language of the cognitive objective on the syllabus, include the course learning objective listed on syllabus that covers the specific objective.
I.C Anatomy & Physiology
I.C.1. Describe structural organization of the human body / Enter here. / Enter here. /
I.C.2. Identify body systems / Enter here. / Enter here. /
I.C.3. Describe: a. body planes; b. directional terms; c. quadrants; d. body cavities / Enter here. / Enter here. /
I.C.4. List major organs in each body system / Enter here. / Enter here. /
I.C.5. Identify the anatomical location of major organs in each body system / Enter here. / Enter here. /
I.C.6. Compare structure and function of the human body across the life span / Enter here. / Enter here. /
I.C.7. Describe the normal function of each body system / Enter here. / Enter here. /
I.C.8. Identify common pathology related to each body system including: a. signs; b. symptoms; c. etiology / Enter here. / Enter here. /
I.C.9. Analyze pathology for each body system including: a. diagnostic measures; b. treatment modalities / Enter here. / Enter here. /
I.C.10. Identify CLIA waived tests associated with common diseases / Enter here. / Enter here. /
I.C.11. Identify the classifications of medications including: a. indications for use; b. desired effects; c. side effects; d. adverse reactions / Enter here. / Enter here. /
I.C.12. Identify quality assurance practices in healthcare / Enter here. / Enter here. /
I.C.13. List principles and steps of professional/provider CPR / Enter here. / Enter here. /
I.C.14. Describe basic principles of first aid as they pertain to the ambulatory healthcare setting / Enter here. / Enter here. /
II.C Applied Mathematics
II.C.1. Demonstrate knowledge of basic math computations / Enter here. / Enter here. /
II.C.2. Apply mathematical computations to solve equations / Enter here. / Enter here. /
II.C.3. Define basic units of measurement in: a. the metric system; b. the household system / Enter here. / Enter here. /
II.C.4. Convert among measurement systems / Enter here. / Enter here. /
II.C.5. Identify abbreviations and symbols used in calculating medication dosages / Enter here. / Enter here. /
II.C.6. Analyze healthcare results as reported in: a. graphs; b. tables / Enter here. / Enter here. /
III.C Infection Control
III.C.1. List major types of infectious agents / Enter here. / Enter here. /
III.C.2. Describe the infection cycle including: a. the infectious agent; b. reservoir; c. susceptible host; d. means of transmission; e. portals of entry; f. portals of exit / Enter here. / Enter here. /
III.C.3. Define the following as practiced within an ambulatory care setting: a. medical asepsis; b. surgical asepsis / Enter here. / Enter here. /
III.C.4. Identify methods of controlling the growth of microorganisms / Enter here. / Enter here. /
III.C.5. Define the principles of standard precautions / Enter here. / Enter here. /
III.C.6. Define personal protective equipment (PPE) for: a. all body fluids, secretions and excretions; b. blood; c. non-intact skin; d. mucous membranes / Enter here. / Enter here. /
III.C.7. Identify Center for Disease Control (CDC) regulations that impact healthcare practices / Enter here. / Enter here. /
IV.C Nutrition
IV.C.1. Describe dietary nutrients including: a. carbohydrates; b. fat; c. protein; d. minerals; e. electrolytes; f. vitamins; g. fiber; h. water / Enter here. / Enter here. /
IV.C.2. Define the function of dietary supplements / Enter here. / Enter here. /
IV.C.3. Identify the special dietary needs for: a. weight control; b. diabetes; c. cardiovascular disease; d. hypertension; e. cancer; f. lactose sensitivity; g. gluten-free; h. food allergies / Enter here. / Enter here. /
V.C Concepts of Effective Communication
V.C.1. Identify styles and types of verbal communication / Enter here. / Enter here. /
V.C.2. Identify types of nonverbal communication / Enter here. / Enter here. /
V.C.3. Recognize barriers to communication / Enter here. / Enter here. /
V.C.4. Identify techniques for overcoming communication barriers / Enter here. / Enter here. /
V.C.5. Recognize the elements of oral communication using a sender-receiver process / Enter here. / Enter here. /
V.C.6. Define coaching a patient as it relates to: a. health maintenance; b. disease prevention; c. compliance with treatment plan; d. community resources; e. adaptations relevant to individual patient needs / Enter here. / Enter here. /
V.C.7. Recognize elements of fundamental writing skills / Enter here. / Enter here. /
V.C.8. Discuss applications of electronic technology in professional communication / Enter here. / Enter here. /
V.C.9. Identify medical terms labeling the word parts / Enter here. / Enter here. /
V.C.10. Define medical terms and abbreviations related to all body systems / Enter here. / Enter here. /
V.C.11. Define the principles of self-boundaries / Enter here. / Enter here. /
V.C.12. Define patient navigator / Enter here. / Enter here. /
V.C.13. Describe the role of the medical assistant as a patient navigator / Enter here. / Enter here. /
V.C.14. Relate the following behaviors to professional communication: a. assertive; b. aggressive; c. passive / Enter here. / Enter here. /
V.C.15. Differentiate between adaptive and non-adaptive coping mechanisms / Enter here. / Enter here. /
V.C.16. Differentiate between subjective and objective information / Enter here. / Enter here. /
V.C.17. Discuss the theories of: a. Maslow; b. Erikson; c. Kubler-Ross / Enter here. / Enter here. /
V.C.18. Discuss examples of diversity: a. cultural; b. social; c. ethnic / Enter here. / Enter here. /
VI.C Administrative Functions
VI.C.1. Identify different types of appointment scheduling methods / Enter here. / Enter here. /
VI.C.2. Identify advantages and disadvantages of the following appointment systems: a. manual; b. electronic / Enter here. / Enter here. /
VI.C.3. Identify critical information required for scheduling patient procedures / Enter here. / Enter here. /
VI.C.4. Define types of information contained in the patient’s medical record / Enter here. / Enter here. /
VI.C.5. Identify methods of organizing the patient’s medical record based on: a. problem-oriented medical record (POMR); b. source-oriented medical record (SOMR) / Enter here. / Enter here. /
VI.C.6. Identify equipment and supplies needed for medical records in order to: a. Create; b. Maintain; c. Store / Enter here. / Enter here. /
VI.C.7. Describe filing indexing rules / Enter here. / Enter here. /
VI.C.8. Differentiate between electronic medical records (EMR) and a practice management system / Enter here. / Enter here. /
VI.C.9. Explain the purpose of routine maintenance of administrative and clinical equipment / Enter here. / Enter here. /
VI.C.10. List steps involved in completing an inventory / Enter here. / Enter here. /
VI.C.11. Explain the importance of data back-up / Enter here. / Enter here. /
VI.C.12. Explain meaningful use as it applies to EMR / Enter here. / Enter here. /
VII.C Basic Practice Finances