Winter 2010

On Old Techniques and New Challenges

Welcome to the 2010 winter issue of Academic Advisor, an e-newsletter for HIM and health informatics faculty. The first issue was released in winter 2008. Where does the time go? New instructors who do not receive the newsletter can subscribe at http://www.ahima.org/images/newsletters/academic_advisor/subscribe.html.

I recently read a blog entry by Joshua Kim who writes for Insider HigherEd where he discusses obsolete technologies in the classroom. His list included overhead projectors and transparencies, VCRs, course packs, photocopiers, and microfiche.

Whether it is traditional or online, the classroom is always evolving. And that is one of the challenges in higher education—just when you get the syllabus and course content perfect, it’s time to change it and start over!

This year, we will evaluate competencies and knowledge clusters in the coding certificate, associate degree, and baccalaureate degree model curriculums; identify what we should be teaching now about ICD-10 and when the dust settles; and examine how the ARRA/HITECH legislation will change the landscape of HIM education in America.

New CCA Exam Testing Requirements and New Coding Survey

Effective March 31, 2010, the Commission on Certification for Health Informatics and Information Management (CCHIIM) will launch the 2010 version of the CCA exam with immediate scoring.

All candidates will have to present the 2010 version of the ICD-9 and CPT codebooks in order to test on or after March 31, 2010. Candidates who present the incorrect codebooks at the testing center will be turned away and will forfeit their test fee.

Please ensure you have the correct codebooks by reviewing the list at http://www.ahima.org/certification/exam/default.aspx. For further questions, please contact Heather Rich, certification coordinator, at heather.rich@ahima.org.

Approved Certificate Coding Program Survey Coming Soon

For years accredited HIM programs have participated in an annual collection of program data (APAR Report) to help define the state of HIM education in the US. However, historically, there has been no attempt to collect data on coding certificate programs. With the growing interest in coding programs, a new annual survey (referred to as the ACCP Report) has been designed to aid us in collecting this information.

The survey is simple, online, and easy to complete. The data collected is anonymous; we wish to be able to make projections based on all data received, rather than to identify an individual school. It consists of 14 questions and two open comments and should take less than 10 minutes to complete.

The results of the survey will be shared with all approved coding certificate program directors. You will receive an e-mail with a link to the ACCP Survey later this month. Please take the time to complete this survey so that we can advance and enhance the quality of coding certificate programs.

Helping Students with Their Education Costs

One of the AHIMA Foundation’s major initiatives is to support new and future professionals in the HIM industry by awarding merit scholarships to deserving HIM students. There are three levels of scholarships offered for students enrolled in CAHIIM-accredited programs: $1,000 for students in the health IT AA degree program; $1,200 for students in the HIA BA/BS degree program; $2,500 for students in graduate degree programs; and $3,000 for PhD students.

In 2009 a total of 109 applications were deemed complete and eligible for review (155 students submitted applications), and 64 qualified candidates received scholarship awards—meaning 60 percent of eligible applications received awards! A total of $86,500 was awarded through scholarships in 2009. These award recipients included two PhD candidates, nine graduate degree students, 20 bachelor’s degree students, and 33 associate degree students. The scholarship recipients represented 33 component state associations. The GPAs of students awarded scholarships ranged from 3.37 to 4.0.

AHIMA Foundation scholarships have a significant impact on the educational pursuits of students. Brenda McCullough, a 2009 undergraduate scholarship recipient, speaks on behalf of many grateful students when she says, “My biggest fear over the last year and a half has not been will I make the mark of graduation; it has been how I will continue to make the mark without finance, and being chosen for this scholarship brings a lot of relief and allows for me to just continue my journey.”

2010 Scholarship Application Deadline Is Friday, April 30

In 2010 the Foundation is looking to double the amount of scholarships awarded. That means we will need to receive at least double the number of completed applications. All students currently enrolled in CAHIIM-accredited HIM programs are encouraged to apply for a merit scholarship. The Foundation is asking that you, as educators, join us in sharing information about this program with your students so that all who are eligible will learn about the program and apply for scholarship funding.

The awards are merit-based, but a high GPA is not the only indicator for receipt of an award. The review process gives weighted points based on the GPA score in addition to all other sections of the application, including essay questions and references.

This year there will be only one scholarship application cycle. The application is available online with a submission deadline of Friday, April 30. Applicants may qualify for a variety of awards; however, they must submit only one application to be considered for all awards. Visit http://www.ahimafoundation.org/Scholarships/meritscholarships.aspx to access the scholarship application and learn more about applying for a merit scholarship.

Encouraging Student Participation

Recently an educator encouraged students to apply for scholarships by incorporating the task into a lesson plan. She assigned the essay questions from the AHIMA Foundation scholarship application form as part of a required study unit for her students. Once the students had their assignment reviewed and returned to them, the instructor shared the source of the questions. She pointed out to the students that they had now essentially completed the most arduous portion of the scholarship application process and encouraged them to complete the online application form for a Foundation award. This was just one example of combining the scholarship application with the learning process; we ask that you use your ingenuity to help students help themselves!

With your assistance, the AHIMA Foundation hopes to be able to reach many more HIM students in 2010. If you have any questions, please contact Janice Mackovitch, AHIMA Foundation Manager of Annual Giving, at (312) 233-1968 or janice.mackovitch@ahimafoundation.org.

CourseShare Now Open Access for Educators

AHIMA CourseShare is a Web portal for storing classroom training materials such as lecture slides, instructor guides, and student assignments. With more than 60 packets, CourseShare is a welcome source for free teaching materials for today’s busy HIM educators.

Previously, this educator benefit was based on co-opt usage. Users were required to contribute a packet after withdrawing five learning packets. They would then receive another five download packet credits.

However, with the new change to the certification maintenance rules, contributors to CourseShare now qualify for five CEs for accepted learning packets to CourseShare. With this incentive, a usage blocker is no longer necessary. Educators looking to add to their CE folder can work on a learning packet and submit it to CourseShare for the extra credits. Once approved and listed in the collection, the author can then claim five CEs toward their annual certification maintenance requirement.

New Categories

In 2009 two new categories were added to CourseShare: master’s and international programs. We are actively looking for contributors of learning packets for these two new areas. What makes up a learning packet? Typically, it is composed of a unit or multiple units (1 hour = 1 unit) on a given topic with the contributor providing lecture slides, instructor notes/guides, student assignments with answer key, quiz with answer key, and Web link references that make up the “packet” on that topic.

If you would like to contribute materials to any of the five academic levels within CourseShare (certificate, associate, baccalaureate, master’s, or international) but aren’t sure how to start, contact Patt Peterson patt.peterson@ahima.org who can advise you on how to create a great learning packet.

New Incentives

Depending on the outcome of grant funding efforts in 2010, we hope to be able to offer some limited contributor stipends for educators willing to design a full course to be put in CourseShare for the benefit of all HIM and HI educators on emerging topics such as: ICD-10-CM/PCS, EHR implementation, role-based training, and other new topics.

How to Use CourseShare

Anyone can contribute to CourseShare, including industry experts, HIM practitioners, and HIM and HI educators. However, only academic educators may download the learning packets (i.e., the learning packets are not available for corporate training purposes). HIM or HI educators with access to the AOE CoP are most likely already recognized by CourseShare. If you are new to teaching and are unable to download packets, please e-mail benjamin.reed@ahima.org to be added to this private portal. Benjamin will need your name, AHIMA member number, and city/state where you reside.

This is a brief tutorial (PowerPoint with voice-over) to guide you through the screens found within CourseShare. To visit AHIMA CourseShare, go to https://courseshare.ahima.org.

CEUs for PPE

By Bonnie J. Petterson, PhD, RHIA, 2010 CCHIIM Chair

A top priority for the Commission on Certification for Health Informatics and Information Management in 2009 was to review the credential recertification process. One issue that garnered immediate attention was the policy relating to awarding continuing education units (CEUs) to practitioners who provide professional practice experience to students from CAHIIM-accredited programs.

As announced last July at the Assembly on Education meeting in Las Vegas, the updated policy allows the awarding of five CEUs per student supervised, with a maximum of 10 CEUs per cycle, to those who oversee professional practice experiences. That policy went into effect summer 2009.

The new policy was expanded to define “substantive oversight and involvement.” The updated policy now states that additional staff members who are assigned to mentor a student can also earn CEUs. It recognizes that CEUs are based on a credentialed member’s personal effort. The other staff members who invest time in students should receive CEUs because their time and efforts are valuable. For example, an employee who works with a student on an EHR project and the site supervisor who spends time coordinating the visit and setting up projects are now both eligible for CEUs.

The following updated “Recertfication Policy for Professional Practice Experience” has been formally adopted by CCHIIM and becomes effective immediately:

• Substantive oversight and involvement of professional practice on behalf of a Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM) accredited program. Five CEUs per student supervised with oversight or involvement with a maximum of ten (10) CEUs for student supervision allowed in each recertification cycle.

Substantive oversight and involvement includes but is not limited to:

• Create training plan and schedule of activities
• Develop and assign project(s)
• Provide direction and guidance
• Conduct review of progress and provide feedback
• Conduct student evaluation at the conclusion of the PPE
• Other individuals assigned as PPE student mentors. One (1) CEU for every 60 minutes of direct contact with a maximum five (5) CEUs (five hours of contact) per student, and a maximum of ten (10) CEUs allowed in each recertification cycle.

Evaluating and updating the recertification process continues to be a 2010 Commission goal. The Commission on Certification always welcomes your feedback. Contact the Commission regarding recertification by e-mailing lisa.chernikoff@ahima.org. Stay tuned for more policy updates in 2010.

VA HIM Intern Program

In 2006 AHIMA created an outreach program to large industry employers of HIM graduates called the AHIMA Corporate Connections program. One of the first large employers to respond to our early inquiries was the VA. Today the VA supports recurring paid internships (usually 12 positions per year).

The VA’s HIM intern program sets the standard for renewable paid internship opportunities. Each year the VA interviews applicants (recent HIM graduates of associate and baccalaureate programs) and selects 12 to begin an intense two-year rotation through key positions in the VA’s HIM environment. These interns are offered a full-time position at the conclusion of the internship (with paid relocation). In addition to traditional HIM positions, the internship graduates can go on to find positions in16 different areas of employment.

Quality Training and Good Pay

According to the VA’s Karla Porter, “Candidates are assigned a preceptor at the training site that has been selected through an application process. Preceptors are subject matter experts currently serving in a VHA career field. Interns follow a training plan, log their activities into an online professional development program tool, have multiple training opportunities both at their training location and at conferences, and make site visits to other VAs.

“All candidates for the program are hired at the local VA facilities that have been selected to host an intern(s). The application process is carried out through human resources at the local facilities where the internship is located. This occurs any time during the recruitment period. Users can access a list of internship locations at http://www.vacareers.va.gov/l2_You_Students_Administration_1.cfm.”

Students who wish to contact human resources at a VHA facility to find out more information can find the phone numbers for specific VHA locations using the “Locations” link from the top menu of the Web site, Porter says. When contacting the facility ask for human resources or the name of the preceptor on the list of locations. The list of locations and preceptors will be published on the AHIMA job bank and also online at www.vacareers.va.gov in mid-February.
 
Each site determines when they will begin the interview process locally, but traditionally it is in late spring, with interviews and selections in the summer. Those selected may start as soon as June 1, with everyone starting no later than September 30. Selected interns will generally be hired in the GS5-7 grade range, with the most common designation of a GS11 grade following the completion of the two-year internship.

One of the program’s goals is to train interns for positions that have a critical need and have been difficult to fill. All interns are required to sign a mobility agreement. Once internships are complete, interns will likely be asked to relocate to another VA facility to accept a position to obtain the target grade. Current VA employees are asked to sign a statement of understanding that when accepting a permanent position at the target grade, relocation is likely. If relocation is necessary, the VA will cover relocation expenses for final placement after the intern has completed the internship.

It’s Not a Job, It’s a Career

Since 2008 36 interns have been placed into the HIM training program, and 15 of these are now on their second or third progressive job at VA. The HIM internship program is a major part of the HIM succession planning for the Department of Veterans Affairs.

Please be sure to announce the VA internship opportunities to those students who are able to relocate and seek an exciting career path. The 2010 sites for HIM interns are:

• Louisville, KY
• Denver, CO
• Beckley, WV
• St. Louis, MO
• Cincinnati, OH
• St. Cloud, MN
• Tuscaloosa, AL
• Palo Alto HCS
• Houston, TX
• Minneapolis, MN (two positions)
• Northern IN HCS

Here is a two-page flyer announcing the VA HIM intern program.

The New CoP

AHIMA’s all-new Communities of Practice (CoP) are launching soon. The new CoP is easier to navigate and offers exciting new ways to communicate with your peers. Here are some of the new great features you will find on the CoP.

On your Personal Page, you will find “what’s new” and “what’s popular” links. These are the top 100 newest items in the communities you belong to and the top 100 most popular items in the public communities. Additionally, your profile has been expanded to track the items you have posted and see the interest they generate from other members.

You can find posted content quicker by using the “topics” link in each community. You can also add links, documents, or threads so everything is in one place. The key is what you want to share, not where.

We are planning to unveil this soon so stay tuned for an announcement in e-Alert and on the CoP at https://cop.ahima.org.

Ethics Self-Assessment Now Available

A new ethics self-assessment is available on the ethics page of http://www.ahima.org. This ethics self-assessment was developed by the 2009 Professional Ethics Committee to help you identify your areas of strength and weakness. The tool would be helpful as an in-class assignment with follow-up discussion or as an online assignment with several discussion board questions for online students to respond to.

Please note: the ethics self-assessment does require the student be an AHIMA student or regular member.

Check out the ethics page for the additional information including the Code of Ethics and the Standards for Ethical Coding.

Meet the House of Delegates Team on HIM Higher Education and Workforce

In mid-2008 the AHIMA House of Delegates organized itself into six teams to more effectively advance the AHIMA strategy and the HIM profession and gain greater value from the grassroots member forum of the House. The team structure is similar to how the AHIMA Board of Directors operates and has proven to be a successful model. Delegates from each component state association (CSA) are assigned to one of the six teams by their CSA leaders. The teams operate on a July–June calendar year and meet six times throughout the year.

As the name implies, the HIM Higher Education and Workforce Team focuses on education and workforce issues. The 34-member team is co-chaired by Linda Osgood, MA, RHIT (ID), and Nancy Walker, MS, RHIA (MI). A complete list of the team members is available in the State Leaders and House of Delegate Community of Practice (AHIMA member log-in required).

For 2010 the team will:

• Provide input to the HIM Education and Strategy Committee to advance the Vision 2016 HIM initiatives
• Review submitted resolutions and develop resolution concepts
• Provide support and recommendations to increase the number of clinical practice sites/professional practice experiences
• Provide support and recommendations for increasing the number of HIM educators
• Provide input on professional curriculum competencies at all academic levels to maintain relevancy
• Communicate with the Commission on Accreditation for Health Informatics and Information Management Education on academic program issues

In 2009 the team created the Clinical Practices/Professional Practice Experience (PPE) Guide, which is available on AHIMA’s Web site and in the CoPs. It also provided a kit to host a CSA event on transitioning from a practitioner to an educator and discussed ways to increase the number of clinical practice sites. Much of this work will carry forward in 2010.

The co-chairs can be contacted by e-mail at losgood@boisestate.edu or nwalker@beaumonthospitals.com.

The other five teams are Best Practices/Standards, Environmental Scan, House Operations, Professional Development and Recognition, and Volunteer and Leadership Development. Visit the State Leaders and HOD CoP to learn more about the charges and work of these teams. The AHIMA staff liaison for the teams is House of Delegates Manager Jamie Husher, who can be contacted at jamie.husher@ahima.org or (312) 233-1582.

Your Alumni in the Spotlight

The AHIMA Public Relations Department is searching for young professionals to profile on the AHIMA student Web site www.hicareers.com as video clips.

Do you know a recent graduate with an unusual career path or job setting? We’re looking to spotlight young HIM professionals to show how exciting a career in HIM can be. Their stories will inspire the next generation of HIM students, and reflects well on their alma maters.

If interested, please contact AHIMA’s Sarah Dietze (sarah.dietze@ahima.org) with the student’s name, e-mail address, and a brief description of their current position. We need to contact these individuals quickly as the filming for the video profiles are set to start this month and be completed by March 5, 2010.

Academic Advisor Q&A

Q: Have any of the accredited schools used the Virtual Lab yet for a portion of PPE? Would it be allowed? Not for the entire PPE but for the acute care coding competencies. We find it very difficult to place distance education students who currently work in a non-acute healthcare position such as a dental office into the required acute care coding portion of the advanced comps. We make it mandatory that all HIT grads have a minimum amount of acute care coding externship, but with coders working remotely that is getting more difficult. Are other programs utilizing the Virtual lab for hands-on experience in coding using the Quantim encoder, etc.?

A: The short answer to your question is yes, a number of schools have a virtual PPE portion to the PPE process. Although there are similarities between accredited CAHIIM HIM degree programs, and AHIMA-approved coding certificate programs there are also distinct differences. This advice is for the coding certificate program only:

• For AHIMA approved coding certificate programs, a 100 percent virtual PPE is acceptable as long as the following conditions can be demonstrated:
• The coding student completes a minimum of 40 hours of authentic coding (coding from real charts) in a variety of patient encounters.
• The student uses a logic-based encoder that has both ICD-9 and ICD-10 coding choices (QuadraMed and 3M meet this requirement).
• The student is exposed to professional coders from a variety of settings—guest speakers come into the classroom, or you record them and post on YouTube.
• The coding program should have a collection of scanned authentic medical records, around 100-150 charts, to ensure that students are not all doing the same chart at same time, and to ensure the 40 hours is met. Programs will find about 50 charts in AHIMA CourseShare at https://courseshare.ahima.org, along with coding answer keys for each chart. These resources are available for free for any HIM or coding academic program. Subscribers to the AHIMA Virtual Lab will find additional scanned charts and additional answer keys through the Virtual Lab CoP.

For CAHIIM, a hybrid PPE is acceptable (part Virtual Lab, part field based), but a 100 percent virtual PPE is not acceptable for the HIM degree seeking student as their demonstrated skill sets require much more than coding experience.

AHIMA Academic Advisor is published four times a year by the American Health Information Management Association (AHIMA), 233 N. Michigan Ave., 21st Floor, Chicago, IL 60601-5809.

AHIMA Staff: Patt Peterson, MA, RHIA; Ann Janis; Sue Fiorio

AHIMA respects its members and nonmembers Internet privacy and right to choose which communications they want to receive. You are currently subscribed to ahima_list3_ academic-advisor as %%EMAILAddr_%%. If you prefer not to receive AHIMA Academic Advisor click unsubscribe and you will be removed.

Copyright ©2010 AHIMA. All rights reserved.
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Academic Calendar

February
Final day to submit abstracts for AOE/FDI, February 11

March
HIMSS Convention, March 1–3, Atlanta, GA

July
Faculty Development Institute, July 24–25, New Orleans, LA
AOE Summer Symposium, July 26–28, New Orleans, LA
ICD-10 Academy, July 29–31, New Orleans, LA

See a complete listing of all AHIMA events.

Academic Job Board

Full-Time Program Director Positions (10):

• Front Range Community College, CO
• Panola College, TX
• Kaplan College, OH
• Rasmussen College, FL (two cities)
• Keiser University, FL
• University of Central Florida, FL
• (Recruiter), IL
• (Recruiter), CA
• Kaplan College, CA (two cities)

Full-Time Faculty Positions (7):

• Jazan University, Saudi Arabia
• Kaplan College, OH
• Pima Community College, AZ
• East Carolina University, NC
• Davenport College, MI
• Pennsylvania College of Technology, PA
• Rasmussen College, MN

Part-Time Faculty Positions:

• Anne Arundel Community College,  MD
• Davenport College, MI (multiple cities)
• Medaille College, NY
• Ventura Community College, CA

Virtual Teaching Positions (Adjunct):

• Virginia College
• National American University
• Herzing Online (course developer & adjunct)

For details on these positions, please visit the AHIMA Job Bank.

Quote 

"Time is the coin of your life. It is the only coin you have, and only you can determine how it will be spent. Be careful lest you let other people spend it for you."

—Carl Sandburg

Get Ready for AOE Symposium: Fun Facts

• Submit an abstract to FDI/AOE and receive $75 off registration if the abstract is accepted
• AOE/FDI location is in New Orleans on July 24-28
• Hotel is in the French Quarter at a rate of $125 a night
• Free internet for members of “Intercrown Hotel” program–sign up now, it’s free
• Exciting sessions on ARRA impact, grant writing, and ICD-10 integration
• ICD-10-CM/PCS Training Academy offered immediately following AOE