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Cengage Learning Course Development Document Anatomy and Physiology MIBC Program Blended Lesson Plan

Anatomy and Physiology

Definition

A. Course Description Anatomy and Physiology is foundational to the Medical Reimbursement and Coding program. It focuses on the structure and function of the human body to prepare coders to abstract clinical information from medical records. Students will explore the structure and function of body systems and emphasize the proper use of anatomical terms. The course addresses the importance of understanding human anatomy and physiology in a medical coding environment. B. Program Information: Program Outcomes, Sequence, Prerequisites, Postrequisites At the completion of the program, students will be able to: 1. Demonstrate a professional-level understanding of medical terminology, anatomy and physiology, pathophysiology, and pharmacology 2. Define the professional goals, career paths, and practical strategies that will advance them in the healthcare field 3. Become a member of a professional coding organization and participate in professional networking 4. Make career choices based on the area(s) of coding best suited for them 5. Create a medical practice compliance plan based on national standards and have a thorough understanding of coding, documentation, and reimbursement ethics 6. Assign CPT codes to medical documentation for medical services, procedures, and diagnostics 7. Correctly assign CPT E/M codes to services, utilizing the CPT metrics, including the 1995 and 1997 CMS Documentation Guidelines 8. Correctly assign HCPCS codes to durable medical equipment, drugs, supplies, and Medicare screening services, according to CMS guidelines 9. Assign ICD-9-CM diagnosis codes, according to the American Hospital Association's standards and sequencing rules, for inpatient and outpatient medical services 10. Assign ICD-9-CM Volume 3 procedure codes, according to the American Hospital Association's standards and sequencing rules, for inpatient services 11. Compete for the Certified Professional Coder (CPC) credential from the American Academy of Professional Coders 12. Compete for the Certified Coding Specialist (CCS) or Certified Coding Specialist--Physician-based (CCS-P) credential from the American Health Information Management Association (AHIMA) This course supports Program Outcome 1.

Sequence Core Courses

MRC MRC MRC MRC MRC 100 105 115 125 135 Medical Terminology Anatomy and Physiology Introduction to Coding Pathophysiology and Pharmacology Diagnostic Coding: ICD-9-CM

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Anatomy and Physiology MRC 145 MRC 155 MRC MRC MRC MRC MRC P200 P220 P240 P280 P289 Coding Compliance and Ethics Reimbursement Methodologies Diagnostic Coding for Physician Services Healthcare Common Procedure Coding System Level I and Level II Evaluation and Management Services Coding Practicum: Physician Coder Virtual Career: Physician Coder

Physician Coding

Prerequisite: Medical Terminology Post-requisites: This is a core course and should be completed before Introduction to Coding and all other courses. C. AHIMA Competencies This course addresses the Health Information Documentation competencies identified by AHIMA for their CCS and CCS-P exams. D. Course Outcomes (CO) 1. Articulate the connection between the general concepts of anatomy and physiology and the coding professional's need for these concepts. 2. Illustrate how the body is organized, using specific healthcare terminology. 3. Explain how the general structures and functions of the body are organized and achieve homeostasis. 4. Explain the specific structures and functions of all body systems. E. Content Scope Units of the same number listed below cover one week of content. Units 1a and 1b are covered in the same week, and Units 4a and 4b are covered in the same week. Working Title Introduction to Anatomy and Physiology Content Definition of anatomy and physiology and the relationship between them Definition of other terms necessary to understand anatomy and physiology Anatomy and physiology's importance from a coding, billing, and healthcare information management perspective Anatomical planes, body cavities, and structural units Structure, purpose, and function of skin, hair, nails, and glands Layers of skin tissue (from subcutaneous to muscle) Structure and anatomy of the breast Key terms related to the integumentary system Structure, purpose, and function of bone Components of the axial and appendicular skeleton

Unit 1a

· · · ·

Unit 1b

The Integumentary System

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Unit 2

The Musculoskeletal System , Part I

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Anatomy and Physiology Working Title The Musculoskeletal System ­ Part II The Cardiovascular System Content Structure, purpose, and function of skeletal muscles, and articular structures Four types of muscle, their purpose, and their movement source Structure, purpose, and function of the heart, arteries, and veins Mapping the electrical pathways of the heart First- through third-order vessels of the arterial and venous system Key terms related to the cardiovascular system Structure and purpose of the nose, accessory sinuses, larynx, trachea, and bronchi Structure and purpose of the lungs and pleura Structure, purpose, and function of the gastrointestinal system, including accessory organs Anatomical breaks in the gastrointestinal system Movement from oral cavity to anus Key terms related to the gastrointestinal system Structure, purpose, and function of the kidney, ureters, bladder, and urethra Male genital and reproductive system Female genital and reproductive system Key terms related to the genitourinary system Structure, purpose, and function of the skull, meninges, and brain Structure, purpose, and function of the spine and spinal cord Structure, purpose, and function of the extracranial, peripheral, and autonomic nerves Key terms related to the nervous system Structure, purpose, and function of the eyeball, segments, muscular and lacrimal systems of the ocular adnexa Key terms related to the eye and ocular system How concepts of anatomy and physiology apply within various coding environments

Unit 3

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Unit 4

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Unit 5a Unit 5b

The Respiratory System The Gastrointestinal System

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Unit 5c

The Genitourinary System

Unit 6

The Nervous System and the Eye

F. Typical Student The target audience for this program is adults interested in learning job skills for medical coding, reimbursement, or health information management opportunities; those who are changing job skills to become medical coders or billers; or health information professionals. Students may or may not have any medical experience and may come from various backgrounds. Typical students will have high school diplomas or the equivalent but may not have recent education experience. Faculty members should expect students to have varied abilities in computer use and written communication. G. Required Texts and Readings · Rizzo, Donald C. Fundamentals of Anatomy and Physiology, 2e. Clifton Park, NY: Delmar Cengage Learning. 2006. ISBN-13: 978-1-4018-7188-8.

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Anatomy and Physiology H. Required Equipment · · · · · · Windows PC with Microsoft Word, Adobe Reader, Adobe Flash Player 8, QuickTime Broadband Internet connection LED projector/Overhead projector CD-ROM drive Anatomy models Anatomy charts

I. Assessment Strategy This course will require a large amount of memorization, but this recall knowledge mirrors the kind of knowledge learners will need in order to be successful in taking coding certification examinations. Learners will demonstrate their knowledge, comprehension, and analysis of the subject in the following ways: 1. Quizzes/Multiple Choice ­ designed to help learners identify and differentiate among different terms, concepts, and elements of anatomy and physiology The following table lists the number of quiz questions per unit. Assignment 1.3 1.5 2.2 3.2 4.3 5.2 5.4 5.6 6.2 TOTAL Number of Questions 14 12 13 9 23 15 9 9 14 118

2. Review Questions ­ designed to help learners describe information and relationships 3. Discussion Questions ­ designed to help learners connect course content to their future as coders, and analyze causes and effects 4. Final Examination ­ 50-point examination covering the entire course content, similar to the kind of questions a learner will see on the certification examinations J. Assessment Matrix Assessment Type Quizzes Review Questions Discussion Questions Final Examination Total Weight as a Percentage 30 25 10 35 100%

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Anatomy and Physiology K. Content Challenges for Students · This class is highly recall-oriented, and students who are not familiar with study strategies to be able to recall a lot of data at once may struggle with the volume of information. We might want to include a brief "study strategy" piece to help students remember copious verbal information. This will be important in this course and in the Medical Terminology courses in particular. While Medical Terminology prepares students for this course, the content of A&P is more complex. Students may struggle to absorb the information. The expectation could be that the A&P course will have the same level of difficulty as Medical Terminology. The course documents (specifically automated lectures) would be helpful to reinforce the information and help the students adjust to the progression in learning demands.

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L. Required Classroom Materials Students: Textbook, Paper, Pen Instructor: Textbook, Workbook, Electronic Classroom Manger CD, copies of syllabus, copies of relevant handouts, quizzes and final examination. Supplies and equipment to illustrate anatomy components.

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Anatomy and Physiology

Lesson Plan

Unit 1/Week 1: The Human Body and the Integumentary System 1, 2-hour class per week with supplemental online activities and assessments Instructor preparation required: · Read through all material for familiarization and course preparation. · Secure LED projector · Secure flip charts · Copy classroom materials UNIT 1/CLASS 1 Class Topics Timing Class 1 Introduction to Course 50 minutes Objectives Lecture Outline Classroom Activities Teaching Tips Online Activities and Assessments Lecture: Introduction to Course Review Syllabus, assignments, quiz and exam schedule for first 15 minutes. Ice Breaker Activity: (You may use any "Ice Breaker Activity you deem appropriate) (20 Minutes) Randomly divide the class into pairs. Provide each student with a copy of the Ice Breaker Handout. Allow the students 10 minutes to interview each other. At the end of 10 minutes ask the students to voluntarily introduce their new "Best Friend". (Make sure every student volunteers.) This activity provides an opportunity for students to get to know each other. At the conclusion of the activity the instructor should then introduce him or herself. Introduction to Content (15 minutes) Consider these questions: · You work at a dermatologist's office. Dr. Jiang Mei tells you that her patient has a mole on the anterior aspect of her leg, just distal to the knee. Can you visualize where that mole is on her leg? Studying a file for a patient, you see a note from Dr. Jones about an

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Introduction to Course

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Anatomy and Physiology Class Topics Timing Objectives Lecture Outline Classroom Activities Teaching Tips Online Activities and Assessments abnormality in the patient's pericardial sac. Do you know where the pericardial sac is or what cavity of the body this note is about? · In order to be an excellent coder, in whatever healthcare setting, you must understand the basic functions and structure of the body--anatomy and physiology--and how those functions and that structure contribute to the body's ability to regulate itself. This knowledge will not only help you code more efficiently and effectively, but it will also help you in your discussions with doctors, nurses, and other health professionals regarding information you come across in your work.

Discussion Activity: Organize students into small groups for a discussion activity. Use the content from Assignment 1.1: Discussion in the online course. After allowing them 10 minutes to brainstorm, have groups share their responses with the class. Collect responses on the board and use them as a springboard into a broader discussion on the relevance of the course content. Class 1 Chapter 1 The Human Body, Part I 35 minutes After studying this chapter, you should be able to: 1. Define cells, tissues, organs, and systems. 2. Differentiate among cells, tissues, organs, and systems. Lecture: Chapter 1 Use Power Point Slides Chapter 1 ­ Slides 1-6 as a lecture guideline. 1. Introduction: Explain how the body is organized from cells to tissues to organs to systems. 2. Terms of direction: Define and illustrate the terms of direction with examples. Use an overhead transparency. 3. Planes: Discuss the anatomic planes of reference and their applications; use an overhead transparency. 4. Cavities: Discuss the dorsal and ventral cavities of the body and their

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Anatomy and Physiology Class Topics Timing Objectives Lecture Outline Classroom Activities Teaching Tips Online Activities and Assessments subdivisions; discuss the major organs they contain. Use a model or transparency. Supplemental Online Activities: · Review Planes and Cavities study cards (Unit 1a/Lessons/Study Cards) · Complete the image labeling activities for directional terms (Unit 1a/Lessons/Image Labeling) · Practice terminology from the chapter by playing the hangman and championship games Online Assessments: · Complete graded online assessment: Assignment 1.2: Review Questions. · Complete graded online assessment: Assignment 1.3: Quiz. Discussion Activity: Organize students into small groups for a discussion activity. After allowing them 10 minutes to brainstorm, have groups share their responses with the class. Collect responses on the board and use them as a springboard into a lecture on the following topics: 1. Discuss what homeostasis means, and ask the learners to give examples of how this operates in their own bodies. 2. Discuss how all bodily functions begin and start at the cellular level of organization. 3. Compare the functions of the body's two major cavities and relate this to the organs they contain. 4. Ask the learners what organs they already know as parts of certain systems of the body. Lecture: Chapter 1 Use Power Point Slides Chapter 1 ­ Slides 7-24 as a lecture guideline. 5. Structural units: Explain the nature of a cell, how cells form the four

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Class 1 Chapter 1 The Human Body, Part II 35 minutes

After studying this chapter, you should be able to: 1. Define and give examples of homeostasis. 2. Illustrate the ways in which the structures and functions of cells, tissues, organs, and systems contribute to overall homeostasis. 3. Distinguish among the integumentary, musculoskeletal, cardiovascular, gastrointestinal, genitourinary, nervous, and eye and ocular adnexa systems. 4. Explain the structures and functions of the integumentary, musculoskeletal, cardiovascular, gastrointestinal, genitourinary, nervous, and eye and ocular

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Anatomy and Physiology Class Topics Timing Objectives Lecture Outline Classroom Activities Teaching Tips Online Activities and Assessments tissues of the body (epithelial, connective, muscle, nervous); discuss how tissues form organs (use examples); discuss the systems of the body and their major organs and explain the function of each system (use transparencies to illustrate). 6. Homeostasis: Discuss the significance of homeostasis and what it means to the maintenance of a healthy body. Supplemental Online Activities: · Review Integumentary System study cards (Unit 1b/Lessons/Study Cards) · Practice terminology from the chapter by playing the hangman and championship games Online Assessments: · Complete graded online assessment: Assignment 1.4: Review Questions. · Complete graded online assessment: Assignment 1.5: Quiz. Teaching Tip: Plan to allow the first 5-10 minutes of the next class for questions students might have regarding their supplemental online activities and assessments.

adnexa systems in detail.

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Anatomy and Physiology Blended Sample

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