scholarly journals Appropriate Documentation, Billing and Coding in Interventional Pain Practice

2000 ◽  
Vol 2;3 (4;3) ◽  
pp. 218-236
Author(s):  
Laxmaiah Manchikanti
Keyword(s):  
Billing And Coding

scholarly journals 1132. Professional Development Curriculum for Fellows in Infectious Diseases

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S595-S595
Author(s):  
jessica B Wells ◽  
Vera Luther
Keyword(s):  
Professional Development ◽  
Job Search ◽  
Career Paths ◽  
Fellowship Training ◽  
Formative Assessments ◽  
Billing And Coding ◽  
Continued Learning ◽  
Fellowship Training Program ◽  
General Topic ◽  
Training Demands

Abstract Background ID fellowship training demands that fellows must learn a wealth of information to master ID content and become experts in the field. As such, there is often a limited amount of formal curricular time devoted to career development and to the business of medicine. We designed and implemented a professional development educational series for ID fellows. Methods Surveys of fellowship graduates indicated an increased need for training on the business aspects of medicine and careers in ID during fellowship. The primary aim of this project was to develop a professional development curriculum to meet identified needs while still being feasible to implement given all the other topic areas about which fellows must learn. WE developed a 6-part series comprised of: careers in ID, physician contracts, compensation models, and job search (table). Each of the 6 educational activities included pre-reading and a 1-hour small group activity. Outside speakers were utilized in 2 of the sessions. Fellows completed surveys pre- and post- curriculum implementation and also provided formative assessments of curricular activities throughout the year. Results All (n= 6) ID fellows completed the curriculum. All 6 (100%) reported an increased understanding of careers in ID, physician contracts, and resources for continued learning on career paths. All fellows reported that this was a meaningful addition to the existing curriculum. Strengths of the curriculum as identified by fellows were the general topic areas and the interactive format. Fellows identified areas for improvement for upcoming years: expand the session on compensation models, include more information on careers in industry, and add billing and coding workshops. All fellows strongly agreed that the professional development curriculum should be continued in future years. Conclusion The professional development curriculum was a valuable addition to our existing ID fellowship training program. Implementing a professional development curriculum for ID fellows is feasible. Disclosures All Authors: No reported disclosures

scholarly journals Evidence-Based Alignment of Pathology Residency With Practice II: Findings and Implications

2021 ◽  
Vol 8 ◽  
pp. 237428952110028
Author(s):  
W. Stephen Black-Schaffer ◽  
Stanley J. Robboy ◽  
David J. Gross ◽  
James M. Crawford ◽  
Kristen Johnson ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Evidence Based ◽  
Donor Center ◽  
Laboratory Management ◽  
Banking Services ◽  
Graduate Medical ◽  
Pathology Informatics ◽  
Billing And Coding ◽  
Future Practice

This article presents findings from a 4-year series of surveys of new-in-practice pathologists, and a survey of physician employers of new pathologists, assessing how pathology graduate medical education prepares its graduates for practice. Using the methodology described in our previous study, we develop evidence for the importance of residency training for various practice areas, comparing findings over different practice settings, sizes, and lengths of time in practice. The principal findings are (1) while new-in-practice pathologists and their employers report residency generally prepared them well for practice, some areas—billing and coding, laboratory management, molecular pathology, and pathology informatics—consistently were identified as being important in practice but inadequately prepared for in residency; (2) other areas—autopsy pathology, and subspecialized apheresis and blood donor center blood banking services—consistently were identified as relatively unimportant in practice and excessively prepared for in residency; (3) the notion of a single comprehensive model for categorical training in residency is challenged by the disparity between broad general practice in some settings and narrower subspecialty practice in others; and (4) the need for preparation in some areas evolves during practice, raising questions about the appropriate mode and circumstance for training in these areas. The implications of these findings range from rebalancing the emphasis among practice areas in residency, to reconsidering the structure of graduate medical education in pathology to meet present and evolving future practice needs.

Outpatient Billing and Coding

2017 ◽  
pp. 29-60
Author(s):  
Lee B. Lu ◽  
Scott V. Joy
Keyword(s):  
Billing And Coding

Billing and Coding

2021 ◽  
pp. 201-211
Author(s):  
Douglas S. Griffin
Keyword(s):  
Billing And Coding

scholarly journals A Survey of Resident Attitudes on Billing and Coding Education

2012 ◽  
Vol 5 (4) ◽  
pp. 154-159 ◽  
Author(s):  
Thomas Pham ◽  
Michael Spaulding-Barclay ◽  
Ashley Sherman
Keyword(s):  
Formal Education ◽  
Linear Models ◽  
Pediatric Resident ◽  
Perceived Knowledge ◽  
Formal Curriculum ◽  
Resident Attitudes ◽  
Career Plans ◽  
Positive Attitudes ◽  
Before And After ◽  
Billing And Coding

INTRODUCTION: Billing and coding (B&C) are important aspects of medical practice that many feel are taught inadequately during residency. In addressing this deficiency, residency programs must determine when and how to teach B&C. Some programs teach through informal methods or direct their education only towards senior residents and/or certain career paths. Is this approach ideal? This study evaluated pediatric resident attitudes towards formal B&C education, by post graduate year (PGY), and career plans. METHODS: A survey was distributed to residents before and after implementation of a novel, formal curriculum teaching B&C. General linear models were calculated to look at differences over time of all residents and by PGY levels and future career plans. RESULTS: Among all residents, there was no change in the highly positive attitudes towards Learning is Important, Valuable Use of Time, or Want a Formal Curriculum. Perceived Knowledge increased significantly and Need to Know More decreased significantly. There were no differences between PGY levels or career plans with all years valuing and wanting education. PGY-3s scored higher than PGY-1s and PGY-2s with Perceived Knowledge. CONCLUSION: This study demonstrated a strong, equal amount of interest in the formal education of B&C across all residents, regardless of training year and/or career plans. Pediatric residencies should consider implementing formal education on B&C to all residents. Pediatric resident attitudes towards billing and coding education can be used to guide the curriculum.

Common errors in billing and coding for orthopaedic trauma care

2011 ◽  
Vol 22 (1) ◽  
pp. 12-16
Author(s):  
Michael Lee Brennan ◽  
Robert A. Probe
Keyword(s):  
Trauma Care ◽  
Orthopaedic Trauma ◽  
Billing And Coding

Barriers to Care for Children and Youth With Special Health Care Needs

2011 ◽  
Vol 51 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Rishi Agrawal ◽  
Parag Shah ◽  
Kathy Zebracki ◽  
Kathy Sanabria ◽  
Claire Kohrman ◽  
...  
Keyword(s):  
Primary Care ◽  
Health Care ◽  
Special Health Care Needs ◽  
Children And Youth ◽  
Blood Glucose Monitoring ◽  
Health Care Needs ◽  
Care Needs ◽  
Special Health Care ◽  
Billing And Coding ◽  
Special Health

Objective. To assess primary care pediatricians’ (PCPs’) perceptions of caring for children and youth with special health care needs (CYSHCN). Methods. Cross-sectional survey of Illinois pediatricians. Results. Thirty-five percent of surveys were returned and 26% were analyzed. The top 3 perceived barriers were insufficient time (72%), insufficient reimbursement (68%), and lack of support services (59%). Insufficient interest was the least cited barrier (19%). Preparedness to perform tasks related to care of CYSHCN ranged from 89% for accessing early intervention services to 24% for billing and coding. The percentage of PCPs somewhat or very comfortable providing primary care to patients with technology dependence ranged from 75% for blood glucose monitoring to 12% for dialysis. Conclusions. The issues of time, reimbursement, billing, and coding are perceived as significant barriers to the care CYSHCN. There is substantial variation in PCPs’ comfort in the care of CYSHCN who require the assistance of medical technologies.

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