A.A.S. Medical Assisting
Educational Effectiveness
Assessment Plan
Version 3.6
Adopted by
The Medical Assisting faculty: June 15, 2010
Submitted to
The Dean of the Community and Technical College: June 15, 2010
The Office of Academic Affairs: June 15, 2010
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TABLE OF CONTENTS
Mission Statement __________________________________________________________________ 3
Program Introduction _______________________________________________________________ 3
Assessment Process Introduction ______________________________________________________ 3
Program Outcomes _________________________________________________________________ 4
Assessment Measures _______________________________________________________________ 6
Table 2: Program Outcomes Assessment Measures and Administration_______________________ 6
Assessment Implementation & Analysis for Program Improvement __________________________ 8
Appendix A: Employer Survey ______________________________________________________ 12
Appendix B: Graduate Survey _______________________________________________________ 15
Appendix C: AAMA Membership Roster ______________________________________________ 18
Appendix D: CMA (AAMA) Exam ___________________________________________________ 19
Appendix E: Externship performance evaluation _______________________________________ 20
Appendix F: Job placement________________________________________________________ 216
Appendix G: Example of skill competency evaulation ___________________________________ 279
Appendix H: Medical Assisting Administrative Competencies _____________________________ 31
Appendix I: Medical Assisting Clinical Competencies ___________________________________ 33
Appendix J: Medical Assisting General Competencies ___________________________________ 37
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MISSION STATEMENT
The mission of the UAA Medical Assisting program is to provide quality training to individuals
desiring to work in the fast-paced, highly technical, ever-changing field of medical assisting.
PROGRAM INTRODUCTION
The UAA Medical Assisting Program is accredited by the Commission for Accreditation of Allied
Health Education Programs (CAAHEP) upon the recommendation of the Medical Assisting Education
Review Board (MAERB). The outcomes identified for the Medical Assisting Program are based on
Standards and Guidelines for an Accredited Medical Assistant Educational Program which was
adopted by the American Association of Medical Assistants (AAMA) in 2008. These standards and
guidelines have been specifically established for CAAHEP accreditation of medical assisting
programs. The 2003 Standards applied to the UAA Medical Assisting Program when it submitted selfstudy and underwent site visit for program CAAHEP accreditation in 2005-2006. In September 2006,
the Medical Assisting Program received notification from CAAHEP that full 10-year continuing
accreditation was granted. During AY 09-10, the 2008 Standards were reviewed, and the student
learning outcomes within individual courses were updated to align with the CAAHEP requirements.
Assessment strategies have been chosen to align with identified program outcomes. The Medical
Assisting Education Review Board (MAERB) has established specific outcomes which must be met by
the program in order to maintain CAAHEP accreditation. Several assessment tools developed by
MAERB, including graduate and employer surveys, are required by CAAHEP for continuing program
accreditation. Although some UAA reviewers may feel that surveys should not be included as
assessment tools, the UAA Medical Assisting Program is required to include them in the assessment
process, and therefore chooses to include them in program assessment.
ASSESSMENT PROCESS INTRODUCTION
This document defines the expected outcomes for the Medical Assisting Program and outlines a plan
for assessing the achievement of the stated outcomes. As mentioned above, the outcomes are based on
the Standards and Guidelines for an Accredited Medical Assistant Educational Program which was
adopted by the American Association of Medical Assistants (AAMA) in 2008. This plan was
reviewed and adopted by full-time faculty in the department in September 2003; revised in June 2004,
June 2005, October 2006, June 2007, October 2007, May 2008, and June 2010.
The Medical Assisting Department formulated its first formal assessment plan in December 1990 when
the department completed and submitted a programatic self-study document as it applied for initial
program accreditation to the Commission on Allied Health Education and Accreditation (CAHEA).
Full seven-year accreditation was awarded by CAHEA in October 1991, with no deficiencies noted in
the area of assessment and outcomes. The Medical Assisting Program Assessment Plan established in
1990 included three major outcomes which are still a part of the present departmental assessment plan.
The Medical Assisting Department underwent program self-study and site visit again in 1997-1998 and
was notified in October 1998 that the Program was granted full seven-year accreditation by the
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Commission for Accreditation of Allied Health Education Program (CAAHEP), with no deficiencies
noted.
The Medical Assisting Program has actively been involved in continuous improvement activities since
1990. In preparation for UAA's 2000 self-study for the Northwest Commission's accreditation process,
Robin Wahto, Medical Assisting faculty, worked on a summer assignment during the summers of 1998
and 1999 and developed a detailed assessment plan which included learning outcomes, assessment
strategies, and sample assessment tools. This plan was reviewed and approved by the other full-time
faculty, Pam Ventgen, and the Executive Assistant to the Provost for Accreditation, Assessment and
Program Review at that time, Roberta Morgan, as well as Will Jacobs, who was involved with
assessment efforts.
PROGRAM OUTCOMES
At the completion of this program, students are able to:

demonstrate entry-level knowledge, skills, and behaviors in the Administrative curriculum
content areas of medical assisting (listed on pages 31 and 32 of this document).

demonstrate entry-level knowledge, skills, and behaviors in the Clinical curriculum content
areas of medical assisting (listed on pages 33 – 36 of this document).

demonstrate entry-level knowledge, skills and behaviors in the General curriculum content
areas of medical assisting (listed on pages 37 - 39 of this document).

demonstrate professional and ethical behavior in the healthcare setting.

demonstrate commitment to the medical assisting profession by sitting for the CMA exam,
maintaining the CMA credential, and becoming a member of the professional association, the
American Association of Medical Assistants.

when seeking employment as a medical assistant, find gainful employment in the field of
medical assisting or a health-related field.
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AAMA Roster
demonstrate entry-level
knowledge, skills and
behaviors in the
1
1
1
1
1
Administrative curriculum
content areas of medical
assisting.
demonstrate entry-level
knowledge, skills, and
behaviors in the Clinical
1
1
1
1
1
curriculum content areas of
medical assisting.
demonstrate entry-level
knowledge, skills and
behaviors in the General
1
1
1
1
1
curriculum content areas of
medical assisting.
demonstrate professional and
ethical behavior in the
0
1
1
1
1
healthcare setting.
demonstrate commitment to
the medical assisting
profession by sitting for the
CMA exam, maintaining the
CMA credential, and
1
0
0
0
0
becoming a member of the
professional association, the
American Association of
Medical Assistants.
when seeking employment as a
medical assistant, find gainful
employment in the field of
0
0
0
0
0
medical assisting or a healthrelated field.
0 = Measure is not used to measure the associated outcome.
1 = Measure is used to measure the associated outcome.
Job Placement
Graduate
Survey
Employer
Survey
Competency
Check off
Outcomes
Externship
Evaluation of
student
CMA exam
Table 1: Association of Assessment Measures to Program Outcomes
0
0
0
0
0
0
0
0
0
1
1
0
ASSESSMENT MEASURES
A description of the tools used in the assessment of the program outcomes and their implementation
are summarized in Table 2 below. The measures and their relationships to the program outcomes are
listed in Table 1, above.
TABLE 2: PROGRAM OUTCOMES ASSESSMENT MEASURES AND ADMINISTRATION
Measure
CMA (AAMA)
Exam
Externship Student
Performance
Evaluation
Employer Survey
Competency Check
Sheets
Graduate Survey
Membership Roster
Job Placement Rate
Frequency/
Start Date
Description
Certified Medical Assisting
exam administered by the
National Board of Medical
Examiners
Performance evaluation
completed by externship
supervisors and/or physicians
Survey sent to employers of
MA graduates
Tri-annually/
June 1991
During MA
295,
Externship
course/June
1991
Send annually
in June/ 1997
Collection
Method
CMA exam
results
Evaluation
form prepared
and required
by AAMA
Administered
by
AAMA
Faculty for
MA 295
Survey
Program Director
Competency check sheets for
each of the required skills
Weekly within
individual
courses/2003
Competency
check sheets
completed in
MA classes
Individual
instructors
Survey mailed to graduates
Send annually
in March/1997
Survey
Program Director
Annually in
April/1998
Query
Program Director
Annually in
April/1998
Survey
Program Director
Roster of members of the
Alaska Medical Assistants
Society
List of graduates and place of
employment
The MAERB has developed a graduate survey, employer survey, and an externship (practicum) site
evaluation as tools for assessment purposes. MAERB requires that all questions on their surveys be
included in program assessment; therefore the Medical Assisting Program has adopted the surveys
provided by MAERB. Several other assessment tools have been provided by MAERB
(http://maerb.org/).
MAERB has also established outcome assessments thresholds. The following document has been
copied from the MAERB website.
Outcome Assessment Thresholds
CAAHEP Accredited Medical Assisting Educational Programs
The Medical Assisting Education Review Board (MAERB) has established the following thresholds
for outcome assessment in medical assisting programs accredited by the Commission on Accreditation
of Allied Health Education Programs (CAAHEP). These outcomes are mandated as part of the 2008
Standards and Guidelines for the Accreditation of Educational Programs in Medical Assisting, Section
IV.B. They are monitored annually through the MAERB Annual Report.
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Outcome
National Credentialing Success Rate
(CMA (AAMA), RMA (AMT)
Threshold
>70%
Effective
2009 Grads
Programmatic Retention/Attrition Rate
<70%
Graduate Satisfaction Success Rate
(Survey – MAERB Instrument)
>80%
Graduate Survey Participation Rate
>30%
Employer Satisfaction Success Rate
(Survey – MAERB Instrument)
>80%
Employer Survey Participation Rate
>30%
Positive Job Placement
(includes work in medical assisting or a
related field, continuing in school or being
in the military)
Programmatic Summative Measures
Psychomotor and Affective Domain
Objectives Success Rate
>70%
Threshold
100%
Psychomotor and Affective Domain
Objectives Participation Rate
100%
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Example
If a program has 100 graduates
within the 5-year reporting period,
at least 70 of those 100 would
need to become credentialed as a
CMA (AAMA) or RMA (AMT).
If 100 students enter the program
during the 5-year period, the
attrition can be no more than 30.
If 100 graduates return surveys
during the 5-year period, at least
80 of these would need to give a
satisfactory rating on the program.
If the program had 100 graduates
in the 5-year period, at least 30
would need to return the survey.
If a program received 100
employer satisfaction surveys in
the 5-year period, at least 80
would need to report satisfaction
with the graduates of the program.
If 100 employer surveys were sent
to employers within the 5-year
period, at least 30 would need to
be returned.
If a program had 100 graduates in
the 5-year period, at least 70
would need to have a position in
medical assisting or a related field,
be continuing their education
and/or be in the military.
Example
If a program had 100 graduates in
the ARF reporting year, all 100
graduates would need to have
successfully completed all of the
psychomotor and affective domain
objectives, meeting the cut
(passing) score established by the
program as a minimum standard to
be met.
If a program had 100 graduates in
the ARF reporting year, a program
would need to have an evaluation
completed for each of the 100
graduates on all psychomotor and
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Practicum Evaluation of Students Success
Rate
Cognitive
Psychomotor
Affective
100%
Practicum Evaluation of Students
Participation Rate
100%
affective domain objectives.
If the program had 100 graduates
in the ARF reporting year, all 100
graduates would need to have
successfully completed cognitive,
psychomotor, and affective skills
performed during the practicum.
If a program had 100 graduates in
the ARF reporting year, an
practicum evaluation would need
to be completed for each of the
100 graduates.
The MAERB collects a total of five years of data each year (i.e., a moving 5-year window). These data
will be averaged to determine where a program falls with regard to each of the established thresholds.
If a program fails to meet one or more of the thresholds, the MAERB initiates a dialogue to assist the
program in its determination of the reason(s) for the noncompliance and in its development and
implementation of an effective action plan to achieve compliance. This dialogue is initiated in the ARF
when a threshold is not met.
The MAERB is committed to assisting programs in their efforts to achieve and maintain the outcomes
assessment thresholds. Examples of the types of dialogue between the program and the MAERB
include, but are not limited to the following:

A list of questions prepared by the MAERB that the program would answer to communicate its
analysis and action plan for improving the outcome(s). (These are part of the ARF)

A progress report.

A focused on-site survey.

A comprehensive review (i.e., a full self-study, self-study report, and on-site survey).
Ultimately, if one or more outcomes are not corrected within the designated time frame, the MAERB
could forward an adverse accreditation recommendation to the Commission on Accreditation of Allied
Health Education Programs (CAAHEP).
ASSESSMENT IMPLEMENTATION & ANALYSIS FOR PROGRAM IMPROVEMENT
General Implementation Strategy
The Medical Assisting Program implemented this assessment plan in 1998-1999, although the current
template for assessment plans was not used at that time. The department has been utilizing most of the
assessment tools described in this document for collecting data since 1992 years and the faculty have
been making changes to improve the program based on that data, although the data have not been
incorporated into an excel spreadsheet, as is now provided as a report.
The following plan was originally developed in the Summer 1999 and has been revised when it
was incorporated into this format. Assessment tools are implemented as follows.
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1. CMA (AAMA) exam (CMA exam results have been reviewed annually since September 1991)
June 15, Program Director
a. reviews scores of certified medical assistant exams taken within the past 12
months .
b. compares UAA average scores with national average scores in following areas:
general, administrative, and clinical medical assisting.
c. calculates percentage of UAA graduates sitting for and passing CMA exam.
d. reviews exam results with faculty; Program Director and faculty make
recommendations for improvement as indicated by scores.
e. compares list of students who sat for June exam with list of UAA
graduates who are eligible to sit for the exam.
f. gives applications to students 4 months prior to anticipated completion of the
program.
Beginning of each semester and ongoing, Program Faculty:
a. include in all publications that UAA graduates are eligible to sit for exam.
b. include cost of exam on department estimated cost sheet.
c. encourage all eligible students to sit for the CMA exam.
2.
Alaska Medical Assistant Society membership roster
September 15:
a. Faculty give information and membership applications regarding professional
association to students during orientation, in medical office procedures
course, MA 120, and again at time of registration for the CMA exam.
b. Faculty may include on syllabi that extra credit may be earned for attending
local chapter and state society meetings of AAMA.
May 1:
a. Program Director reviews Alaska Medical Assistant Society membership roster to
determine percentage of graduates who are members of the professional association
(AAMA).
b. MA 295, Medical Office Externship, faculty give membership applications to
students who are enrolled in the medical office externship class, as
students may join at a reduced rate after May 1.
3. Graduate Surveys
March 1:
a. Program Director mails out graduate survey to graduates who
completed CMA preparation program within the past 6 months.
June 1:
a. Program Director reviews graduate surveys and shares analysis with
faculty; recommendations for improvements made by faculty and program
director based on findings.
b. Program Director compiles list of graduates who are employed and place of
employment
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4. Employer Surveys
March 31:
a. Program Director mails employer survey.
June 1:
a. Program Director reviews employer surveys.
b. Program Director reports to faculty; recommendations made by faculty based
on findings.
5. Externship Performance Evaluations
August 15:
a. Program Director reviews externship evaluations completed for MA A295.
b. Program Director reports to faculty, recommendations made by faculty based
on findings.
Method of Data Analysis and Formulation of Recommendations for Program Improvement
The faculty of the program meet as outlined above to review the data collected using the assessment
tools. The faculty makes recommendations for program changes that are designed to enhance
performance relative to the program’s outcomes. The results of the data collection, an interpretation of
the results, and the recommended programmatic changes are forwarded to the CTC Dean’s office and
the Office of Academic Affairs (in the required format) during the month of June each year. The plan
and report will be reviewed in September of each year; the plan and report will be changed and
updated in October and forwarded to the CTC’s dean office and the Office of Academic Affairs on
October 15 of each year.
Proposed programmatic changes may be any action or change in policy that the faculty deems as being
necessary to improve performance relative to programs outcomes. Recommended changes should also
consider resources, such as workload (faculty, staff, and students), budgetary, facilities, and other
relevant constraints. A few examples of changes made by programs at UAA include:
o changes in course content, scheduling, sequencing, prerequisites, delivery methods, etc.
o changes in faculty/staff assignments
o changes in advising methods and requirements
o addition and/or replacement of equipment or facilities
The specific timeline which has been outlined by the Medical Assisting Program is included in the
section above.
Modification of the Assessment Plan
The faculty, after reviewing the collected data and the processes used to collect it, may decide to alter
the assessment plan. Changes may be made to any component of the plan, including the objectives,
outcomes, assessment tools, or any other aspect of the plan. The changes are to be approved by the
faculty of the program. The modified assessment plan is to be forwarded to the CTC Dean’s office and
the Office of Academic Affairs.
Annual Reporting to the American Association of Medical Assistants (AAMA)
The American Association of Medical Assistants (AAMA) requires that the UAA Medical Assisting
Program submit an annual report which is due in March of each year. The information required by
AAMA includes the number of entering students; number of returning/continuing students; number of
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graduates; number of graduates sitting for the CMA exam; number of graduates passing the CMA
exam; number of graduates employed in the field; percentage of graduates satisfied with the program;
percentage of employer satisfied with graduate performance; as well as additional information
regarding evaluation of resources.
The annual report has been required since 2005. Thresholds established by AAMA, and outlined on
page 7 and 8 of this document, have been consistently met by the UAA Medical Assisting program.
The appendices include assessment tools that have been approved by AAMA and are utilized by the
UAA Medical Assisting Program. Additionally a list of the required competencies are included as
Appendix H, Appendix I, and Appendix J.
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APPENDIX A: EMPLOYER SURVEY
Tool Description:
An employer survey which has been developed by the American Association of Medical Assistants is
sent to all employers on an annual basis. The employer survey will ask employers to evaluate their
employees who have graduated from UAA for performance and professional capabilities.
Factors that affect the collected data:
Factors that need to be taken into consideration when analyzing the data include:
 Response rate
 Sample size
 Personal bias when asking narrative questions
Sample Survey:
A survey has been recently developed by AAMA and was used for the first time during 2005. This
survey is attached on pages 13 and 14. A similar survey has been administered in the past and has
been found to be a useful tool. It is mailed by the Program Director. The Program Director reviews
the results and tabulates them for use for faculty outcomes review.
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EMPLOYER SURVEY
University of Alaska Anchorage
Medical Assisting Program
CAAHEP Accredited Program Accred #201
The primary goal of a Medical Assisting Education program is to prepare each graduate to function as
a competent Medical Assistant. This survey is designed to help program faculty determine their
program’s strengths and those areas that need improvement. All data will be kept confidential and will
be used for program evaluation purposes only. We request that this survey be completed by the
graduate’s immediate supervisor.
BACKGROUND INFORMATION:
Name of Graduate (Optional):
Certification Status (check all that apply):
Length of employment at time of survey:
years and
months
Place of employment:
Name of evaluator completing this form:
INSTRUCTIONS: Consider each item separately and rate each item independently of all others. Circle the rating that
indicates the extent to which you agree with each statement. Please do not skip any rating.
5 = Strongly Agree 4 = Generally Agree 3 = Neutral (acceptable) 2 = Generally Disagree 1 = Strongly
Disagree
I.
KNOWLEDGE BASE (Cognitive Domain)
THE GRADUATE:
A.
Has medical assisting knowledge appropriate to his/her level of training. 5 4 3 2 1
B.
Has general medical knowledge appropriate to his/her level of training.
5 4 3 2 1
C.
Is able to collect pertinent data accurately from charts and patients.
5 4 3 2 1
D.
Is able to perform appropriate diagnostic and medical
E.
procedures as directed.
5 4 3 2 1
Uses good judgment while functioning in the ambulatory
healthcare setting.
5 4 3 2 1
Comments:
II.
PROCEDURAL PROFICIENCY (Psychomotor Domain)
THE PROGRAM:
A.
Prepared the graduate to perform all clinical skills appropriate
to entry level medical assisting
B.
5 4 3 2 1
Prepared the graduate to perform all administrative skills
appropriate to entry level medical assisting.
5 4 3 2 1
Comments:
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BEHAVIORAL SKILLS (Affective Domain)
THE GRADUATE:
A.
B.
C.
D.
E.
F.
Communicates effectively in the healthcare setting.
Conducts himself/herself in an ethical and professional manner.
Functions effectively as a member of the healthcare team.
Accepts supervision and works effectively with supervisory personnel.
Is self-directed and responsible for his/her actions.
Arrives to work prepared and on time.
G. Contributes to a positive environment in the department.
5
5
5
5
5
5
4
4
4
4
4
4
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
5 4 3 2 1
Comments:
IV. GENERAL INFORMATION (Affective Domain) (Circle yes or no)
A.
Do you encourage/motivate employees to take and pass the CMA Certification exam?
B.
Do you encourage/motivate employees to take and pass the RMA Registry exams?
C. If you answered NO to any of the above questions, please explain why:
Comments:
V.
ADDITIONAL COMMENTS
OVERALL RATING:
Please rate and comment on the OVERALL quality of this graduate:
5 = Excellent
4 = Very Good
3 = Good
2 = Fair
Comments:
1 = Poor
What qualities or skills did you expect of the graduate upon employment that he/she did not possess?
Please provide comments and suggestions that would help this program to better prepare future
graduates.
What are strengths of the graduate(s) of this program?
Name and Title of Evaluator:
(Please Print)
Signature:
Date:
Thank you in advance
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Yes
Yes
No
No
APPENDIX B: GRADUATE SURVEY
Tool Description:
A graduate survey is sent to graduates who have completed the Medical Assisting Program within the
past 6 months each year. The graduate survey includes questions on the current employment status of
the graduate and whether or not their education has been adequately prepared them to work as an
entry-level medical assistant. It also asks questions about continuing education to determine
participation and support.
Factors that affect the collected data:
Factors that need to be taken into consideration when analyzing the data include:
 Response rate
 Sample size
 Graduates may move from Alaska
Sample Survey: A survey has been developed by the American Association of Medical Assistants and
was used for the first time in 2005. A similar survey been administered in the past and has been found
to be a useful tool. The sample survey is attached on pages 16 and 17. It is mailed to graduates by the
Program Director. The Program Director reviews the results and tabulates them for use for faculty
outcomes review.
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GRADUATE SURVEY
UNIVERSITY OF ALASKA ANCHORAGE
MEDICAL ASSISTING PROGRAM
CAAHEP Program Accreditation #201
The primary goal of a Medical Assisting Education program is to prepare its graduates to function as
competent Medical Assistants. This survey is designed to help your program faculty determine the strengths
of your program as well as those areas that need improvement. All data will be kept confidential and will be
used for program evaluation purposes only.
BACKGROUND INFORMATION:
Job Title:
If not working, what are you doing?
Current Salary (optional):
Place of employment:
Length of employment at time of survey:
years and/or
months.
Name of graduate (Optional):
I finished the medical office externship course in ___________________________ (month, year).
I sat for the CMA exam in _____________________________________ (month, year).
INSTRUCTIONS: Consider each item separately and rate each item independently of all others. Circle the
rating that indicates the extent to which you agree with each statement. Please do not skip any rating.
5 = Strongly Agree 4 = Generally Agree 3 = Neutral (acceptable) 2 = Generally Disagree 1 = Strongly
Disagree
I.
KNOWLEDGE BASE (Cognitive Domain)
THE PROGRAM:
A. Helped me acquire the medical assisting knowledge appropriate
to my level of training.
5
4
3
2
1
Helped me acquire the general medical knowledge base
appropriate to my level of training
5
4
3
2
1
C.
Prepared me to collect patient data effectively.
5
4
3
2
1
D.
Prepared me to perform appropriate diagnostic and
medical procedures.
5
4
3
2
1
Trained me to use sound judgment while functioning in the
healthcare setting.
5
4
3
2
1
B.
E.
Comments:
________
II.
PROCEDURAL PROFICIENCY (Psychomotor Domain)
THE PROGRAM:
A.
Prepared me to perform all clinical skills appropriate
to entry-level medical assisting
B.
Prepared me to perform all administrative skills
appropriate to entry-level medical assisting.
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5
4
3
2
1
5
4
3
2
1
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Comments:
III.
BEHAVIORAL SKILLS (Affective Domain)
THE PROGRAM:
A.
Prepared me to communicate effectively in the healthcare
setting.
B.
C.
D.
5
4
3
2
1
Prepared me to conduct myself in an ethical and professional
manner.
5
4
3
2
1
Taught me to manage my time efficiently while functioning in
the healthcare setting.
5
4
3
2
1
Strongly encouraged me to apply for and pass my CMA exam
5
4
3
2
1
Comments:
IV. GENERAL INFORMATION (Affective Domain)
(Check yes or no)
A.
I have attained CMA certification.
B.
I am a member of the American Association of Medical Assistants
C.
I actively participate in continuing education activities.
If you answered NO to any of the above questions, please explain why:
V.
ADDITIONAL COMMENTS
OVERALL RATING:
Please rate and comment on the OVERALL quality of your preparation as a medical assistant:
5 = Excellent
4 = Very Good
3 = Good
2 = Fair
Comments:
1 = Poor
Please identify two or three strengths of the program.
Please make two or three suggestions to further strengthen the program.
What qualities/skills were expected of you upon employment that were not included in the program?
Please provide comments and suggestions that would help to better prepare future graduates.
Other comments.
_________________________________________________________________________________________________
Thank you.
Today’s Date: _______________
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APPENDIX C: AAMA MEMBERSHIP ROSTER
Tool Description:
This query comes from the professional organization AAMA annually. This tool is used to determine
the number of graduates who demonstrate a commitment to the medical assisting profession through
membership in the American Association of Medical Assistants.
Factors that affect the collected data:
Membership roster information is only available for the state of Alaska. If a graduate has moved to
another state, then that data is not available.
How to interpret the data:
A listing of UAA graduates is compared to a roster of AAMA members who reside in Alaska.
The query is tabulated by the Program Director. Results are calculated on a percentage basis:
percentage of graduates who are members of the professional association.
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APPENDIX D: CMA (AAMA) EXAM
Tool Description:
Graduates of the Medical Assisting Program are eligible to sit for the CMA (AAMA) exam. The test
has been administered in June and January in the past, and now is also offered in October of each year.
It is administered by the American Association of Medical Assistants, in conjunction with the National
Board of Medical Examiners. Over the past 18 years, 99% of all eligible UAA students have sat for
this exam.
Factors that affect the collected data:
None known.
How to interpret the data:
The data interpreted and tabulated by the American Association of Medical Assistants. Number of
students sitting for the exam is provided, along with number of students passing the exam. The
average score for all UAA candidates in the three knowledge areas is provided, as well as the overall
average percentile where UAA students are compared to all students in the US sitting for the same
exam.
Scores for individual students, without identifying information, is provided in three main categories of
medical assisting knowledge areas. Total number of candidates sitting for the exam nationwide is
provided, with percentage of overall candidates passing, as well as percentage of UAA students
passing. Average scores for the three knowledge areas are given for all candidates and UAA
candidates.
The Medical Assisting faculty utilized this information to determine if particular content areas need to
be strengthened within the medical assisting curriculum.
The percentage of total students sitting for exam and the percentage of students passing the exam must
be reported on an annual base to the program accreditation agency, CAAHEP. Outcome thresholds
have been established in these two areas, and if programs fall below the threshold, the program may be
audited by the accrediting agency.
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APPENDIX E: EXTERNSHIP PERFORMANCE EVALUATION
Tool Description:
Each Medical Assisting graduate completes MA A295, Medical Office Externship. This course places
the student in a medical office or physician's office for a total of 240 hours. The students are required
to demonstrate competency in administrative, clinical and general skills required of an entry-level
medical assistant. The department utilizes an evaluation form which is completed by the student's onsite supervisor. The Externship Performance Evaluation form has been prepared by AAMA and
CAAHEP accreditation requires that the specific questions on the form be utilized for evaluation of
medical assisting externs. Therefore the AAMA Externship Evaluation form has been adopted by the
UAA Medical Assisting program.
Factors that affect the collected data:
The tool, although designed with an objective rating scale, is extremely subjective.
How to interpret the data:
Results must be interpreted with caution. The faculty looks at trends.
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PRACTICUM EVALUATION 0F STUDENT
University of Alaska Anchorage
Medical Assisting Program
Name of Practicum Student Being Evaluated:
INSTRUCTIONS: Consider each item separately and rate each item independently of all
others. Circle the rating that indicates the extent to which you agree with each statement.
Please do not skip any item.
5 = Strongly Agree 4 = Agree 3 = Neutral (acceptable)
2 = Disagree 1 = Strongly
Disagree
N/A = Not available at this site
Student extern was able to perform the following tasks to a satisfactory level of
competence:
Anatomy & Physiology
Psychomotor Domain
1. Obtain vital signs
5 4 3 2 1
2. Perform venipuncture
5 4 3 2 1
3. Perform capillary puncture
5 4 3 2 1
4. Perform pulmonary function testing
5 4 3 2 1
5. Perform electrocardiography
5 4 3 2 1
6. Perform patient screening using established protocols
5 4 3 2 1
7. Select proper sites for administering parenteral medication
5 4 3 2 1
8. Administer oral medications
5 4 3 2 1
9. Administer parenteral (excluding IV) medications
5 4 3 2 1
10. Assist physician with patient care
5 4 3 2 1
11. Perform quality control measures
5 4 3 2 1
12. Perform CLIA waived hematology testing
5 4 3 2 1
13. Perform CLIA waived chemistry testing
5 4 3 2 1
14. Perform CLIA waived urinalysis
5 4 3 2 1
15. Perform immunology testing
5 4 3 2 1
16. Screen test results
5 4 3 2 1
Affective Domain
1. Apply critical thinking skills in performing patient assessment
5 4 3 2 1
and care
2. Use language/verbal skills that enable patients’ understanding 5 4 3 2 1
3. Demonstrate respect for diversity in approaching patients and
5 4 3 2 1
families
Applied Mathematics
Psychomotor Domain
1. Prepare proper dosages of medication for administration
5 4 3 2 1
2. Maintain laboratory test results using flow sheets
5 4 3 2 1
3. Maintain growth charts
5 4 3 2 1
Affective Domain
1. Verify ordered doses/dosages prior to administration
5 4 3 2 1
2. Distinguish between normal and abnormal test results
5 4 3 2 1
Applied Microbiology/Infection Control
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N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Psychomotor Domain
1. Participate in training on Standard Precautions
2. Practice Standard Precautions
3. Select appropriate barrier/personal protective equipment (PPE)
for potentially infectious situations
4. Perform handwashing
5. Prepare items for autoclaving
6. Perform sterilization procedures
7. Obtain specimens for microbiological testing
8. Perform CLIA waived microbiology testing
Affective Domain
1. Display sensitivity to patient rights and feelings in collecting
specimens
2. Explain the rationale for performance of a procedure to the
patient
3. Show awareness of patients’ concerns regarding their
perceptions related to the procedure being performed
Applied Communications
Psychomotor Domain
1. Use reflection, restatement and clarification techniques to
obtain a patient history
2. Report relevant information to others succinctly and accurately
3. Use medical terminology, pronouncing medical terms correctly,
to communicate information, patient history, data and
observations
4. Explain general office policies
5. Instruct patients according to their needs to promote health
maintenance and disease prevention
6. Prepare a patient for procedures and/or treatments
7. Demonstrate telephone techniques
8. Document patient care
9. Document patient education
10. Compose professional/business letters
11. Respond to nonverbal communication
12. Develop and maintain a current list of community resources
related to patients’ healthcare needs
13. Advocate on behalf of patients
Affective Domain
1. Demonstrate empathy in communicating with patients, family
and staff
2. Apply active listening skills
3. Use appropriate body language and other nonverbal skills in
communicating with patients, family and staff
4. Demonstrate awareness of the territorial boundaries of the
person with whom communicating
5. Demonstrate sensitivity appropriate to the message being
delivered
6. Demonstrate awareness of how an individual’s personal
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5
5
4
4
3
3
2
2
1
1
N/A
N/A
5
4
3
2
1
N/A
5
5
5
5
5
4
4
4
4
4
3
3
3
3
3
2
2
2
2
2
1
1
1
1
1
N/A
N/A
N/A
N/A
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
5
5
5
5
5
4
4
4
4
4
4
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
N/A
N/A
N/A
N/A
N/A
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
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appearance affects anticipated responses
7. Demonstrate recognition of the patient’s level of understanding
in communications
8. Analyze communications in providing appropriate responses/
feedback
9. Recognize and protect personal boundaries in communicating
with others
10. Demonstrate respect for individual diversity, incorporating
awareness of one’s own biases in areas including gender, race,
religion, age and economic status
Administrative Functions
Psychomotor Domain
1. Manage appointment schedule, using established priorities
2. Schedule patient admissions and/or procedures
3. Organize a patient’s medical record
4. File medical records
5. Execute data management using electronic healthcare records
such as the EMR
6. Use office hardware and software to maintain office systems
7. Use internet to access information related to the medical office
8. Maintain organization by filing
9. Perform routine maintenance of office equipment with
documentation
10. Perform an office inventory
Affective Domain
1. Consider staff needs and limitations in establishment of a filing
system
2. Implement time management principles to maintain effective
office function
Basic Practice Finance
Psychomotor Domain
1. Prepare a bank deposit
2. Perform accounts receivable procedures, including:
a. Post entries on a daysheet
b. Perform billing procedures
c. Perform collection procedures
d. Post adjustments
e. Process a credit balance
f. Process refunds
g. Post non-sufficient fund (NSF) checks
h. Post collection agency payments
3. Utilize computerized office billing systems
Affective Domain
1. Demonstrate sensitivity and professionalism in handling
accounts receivable activities with clients
Managed Care/Insurance
Psychomotor Domain
1. Apply both managed care policies and procedures
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4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
5
5
5
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
N/A
N/A
N/A
N/A
5
4
3
2
1
N/A
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
N/A
N/A
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
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2. Apply third party guidelines
3. Complete insurance claim form
4. Obtain precertification, including documentation
5. Obtain preauthorization, including documentation
6. Verify eligibility for managed care services
Affective Domain
1. Demonstrate assertive communication with managed care
and/or insurance providers
2. Demonstrate sensitivity in communicating with both providers
and patients
3. Communicate in language the patient can understand regarding
managed care and insurance plans
Procedural and Diagnostic Coding
Psychomotor Domain
1. Perform procedural coding
2. Perform diagnostic coding
Affective Domain
1. Work with physician to achieve the maximum reimbursement
Medical Law and Ethics
Legal Implications
Psychomotor Domain
1. Respond to issues of confidentiality
2. Perform within scope of practice
3. Apply HIPAA rules in regard to privacy/release of information
4. Practice within the standard of care for a medical assistant
5. Incorporate the Patient’s Bill of Rights into personal practice
and medical office policies and procedures
6. Complete an incident report
7. Document accurately in the patient record
8. Apply local, state and federal health care legislation and
regulation appropriate to the medical assisting practice setting
Affective Domain
1. Demonstrate sensitivity to patient rights
2. Demonstrate awareness of the consequences of not working
within the legal scope of practice
3. Recognize the importance of local, state and federal legislation
and regulations in the practice setting
Ethical Considerations
Psychomotor Domain
1. Report illegal and/or unsafe activities and behaviors that affect
health, safety and welfare of others to proper authorities
2. Develop a plan for separation of personal and professional
ethics
Affective Domain
1. Apply ethical behaviors, including honesty/integrity in
performance of medical assisting practice
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5
5
5
5
5
4
4
4
4
4
3
3
3
3
3
2
2
2
2
2
1
1
1
1
1
N/A
N/A
N/A
N/A
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
5
4
4
3
3
2
2
1
1
N/A
N/A
5
5
5
5
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
N/A
N/A
N/A
N/A
5
4
3
2
1
N/A
5
5
4
4
3
3
2
2
1
1
N/A
N/A
5
4
3
2
1
N/A
5
5
4
4
3
3
2
2
1
1
N/A
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
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2. Examine the impact personal ethics and morals may have on
the individual’s practice
3. Demonstrate awareness of diversity in providing patient care
Safety and Emergency Practices
Protective Practices
Psychomotor Domain
1. Comply with safety signs, symbols and labels
2. Evaluate the work environment to identify safe vs. unsafe
working conditions
3. Develop a personal (patient and employee) safety plan
4. Develop an environmental safety plan
5. Demonstrate proper use of the following equipment:
a. Eyewash
b. Fire extinguishers
c. Sharps disposal containers
6. Participate in a mock environmental exposure event with
documentation of steps taken
7. Explain an evacuation plan for a physician’s office
8. Demonstrate methods of fire prevention in the healthcare
setting
9. Maintain provider/professional level CPR certification
10. Perform first aid procedures
11. Use proper body mechanics
12. Maintain a current list of community resources for emergency
preparedness
Affective Domain
1. Recognize the effects of stress on all persons involved in
emergency situations
2. Demonstrate self awareness in responding to emergency
situations
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
5
4
4
3
3
2
2
1
1
N/A
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
N/A
N/A
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
5
4
3
2
1
N/A
Comments:
Signature of individual completing this evaluation
Credentials &Title
Date
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APPENDIX F: JOB PLACEMENT
Tool Description:
Graduates are surveyed annually and asked if they are employed. Names of students and employers
are recorded on an annual basis. This tool is used to determine the number of graduates who are
continuing with their education, are serving in the military, or are employed in a health or healthrelated field.
Factors that affect the collected data:
The return rate of the graduate surveys can affect the data collected, but traditionally the program has
an excellent reply rate regarding employment of graduates.
How to interpret the data:
A list of UAA graduates and corresponding employers is compiled by the program director. Results
are calculated on a percentage basis: percentage of graduates who are employed in a health care or
health-related field, continuing with their education, or serving in the military.
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APPENDIX G: EXAMPLE OF SKILL COMPETENCY EVAULATION
Tool Description:
Competency evaluation tools for specific skills are utilized by the department in individual courses.
These evaluation tools are utilized to assessment specific learning objectives that are embedded
throughout the entire program. The American Association of Medical Assistants requires that students
demonstrate competency in 61 areas, with specific work products being produced in some cases. The
example provided in this document is the competency evaluation tool used to assess competency in the
Measuring of Blood Pressure. In order for a student to successfully complete the Medical Assisting
Program, he or she must complete all 61 competencies with an 85% or higher.
Factors that affect the collected data:
None known.
How to interpret the data:
Records are compiled for each student for each competency and kept on file in the department.
Students do not receive a passing grade for a course with required competencies unless the student
demonstrates successful completion of all required competencies. Samples of completed evaluation
forms, such as the attached example, must be kept on file for one year in the department for program
accreditation.
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APPENDIX H: MEDICAL ASSISTING ADMINISTRATIVE COMPETENCIES
Administrative Functions
Basic Practice Finances
Managed Care/Insurance
Procedural and Diagnostic Coding
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APPENDIX I: MEDICAL ASSISTING CLINICAL COMPETENCIES
Clinical Competencies include the following:
Anatomy and Physiology
Applied Mathematics
Applied Microbiology/Infection Control
Protective Practices
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APPENDIX J: MEDICAL ASSISTING GENERAL COMPETENCIES
General Competencies include the following:
Concepts of Effective Communication
Medical Law and Ethics
Ethical Considerations
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