Running Head: CURRICULUM PLAN
1
Curriculum Plan
XXXXXXXXXXXX
Central Michigan University
Professor: Dr. Joe Mior
XXXXXX
CURRICULUM PLAN
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Table of Contents
Introduction ................................................................................................................................... 3
Rationale for the Program ............................................................................................................. 3
Needs Assessment ......................................................................................................................... 4
Assumptions about the Learner .................................................................................................... 5
Givens and Constraints ................................................................................................................. 5
Sponsoring Organization .............................................................................................................. 6
Vocational Learning Outcomes .................................................................................................... 7
Program Map ................................................................................................................................ 8
Health Information Management Diploma Course Content ......................................................... 9
Learning and Teaching Resources .............................................................................................. 10
Teaching and Learning Strategies ............................................................................................... 11
Marketing Plan ............................................................................................................................ 11
Evaluation Plans.......................................................................................................................... 12
Team Charter .............................................................................................................................. 15
Self Evaluation-Appendix A ....................................................................................................... 20
Peer Evaluation-Appendix B ...................................................................................................... 21
Faculty Evaluation-Appendix C ................................................................................................. 22
CURRICULUM PLAN
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Introduction
The purpose of this document is to outline the curriculum plan for the Health Information
Management (HIM) program at Fleming College in Peterborough, Ontario. Health Information
Management professionals are the experts who compile, code, analyze, and prepare health
information needed by the patient, the health care facility, the public, agencies that pay the claims,
physicians and other members of the healthcare team. The Canadian Health Information
Management Association (CHIMA) who publishes a document, which outlines the learning content
areas required for HIM programs, guides this curriculum to a large degree. I serve in the role as
program coordinator and as a subject matter expert (SME), have a fair bit of latitude in curriculum
development. Part time faculty, also SME’s provide their expertise as required to support the
rapidly changing HIM environment. Additionally the HIM Advisory Board also guides the
curriculum to a certain extent as they represent the community of interest in hiring these students
and provide input into what their future needs are from these graduates.
Rationale for the Program
In 2009, I created a draft mission, vision, and philosophy document for the HIM program
and took this to the Advisory Committee for their input. The final version states the vision for the
program is “Inspiring innovative students to become innovative leaders in HIM through applied
learning”
The mission statements are as follows:






Achieve and maintain accreditation standards developed by the Canadian Health
Information Management Association
Provide an environment that offers opportunities that encourage and challenge students to
strive for excellence
Espouse the state-of-the-art in Health Information Management
Promote collaboration and team-work with all health care professionals
Provide relevant and current knowledge in electronic Health Information Management (eHIM)
Promote leadership skills and excellence in customer service
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The philosophy portion of the document outlines the following goals:







To attract and retain faculty members who are involved in ongoing education, professional growth
and demonstrate current knowledge and expertise
To provide high quality curriculum that prepares the students with the educational base needed to
meet the entry-level employment opportunities offered by the community of interest
To provide the needed learning and teaching resources as identified by CHIMA, the community of
interest, faculty and students
To maintain appropriate enrolment and retention levels of students in the HIM Program
To produce students/graduates who achieve acceptable knowledge and skills in all entry-level HIM
core competencies outlined in the current CHIMA, learning outcome content areas document,
known as LOHIM
To provide supervised professional practicum’s that reinforce learning experience and support the
needs of the community of interest
To produce students/graduates who demonstrate professional and ethical behaviour in school and
the workplace
Needs Assessment
The CHIMA outlines the content areas that our program needs to cover so that the students
are well equipped for entry-level practice as new graduates. Our program must demonstrate
through an Accreditation process that we meet these learning content areas in order to remain a
recognized program. Certainly being a recognized program is the goal, as this allows students the
opportunity to challenge the CHIMA national exam after successfully completing the program and
upon passing this exam, they will have earned the credential CHIM, which means certified in
Health Information Management. Many employers as outlined on their job postings require this
certification. It also affords the opportunity for students to move to jobs throughout Canada, as this
national certification is portable.
In addition to the national organizations requirements for curriculum content areas, the
needs of the local stakeholders, who hire our graduates, are considered. The HIM Advisory
committee membership raises those needs. With the rapidly evolving information age and the
constant changes taking place in healthcare, it is important to consider curriculum a living,
breathing document. Addressing the needs of the communities of interest in a timely fashion is
paramount to maintaining current curriculum.
CURRICULUM PLAN
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Assumptions about the Learners
The HIM program has a unique blend of learners. Students with an interest in health care
but not having an interest in hands-on patient care are often interested in this program. A very
small proportion of the students are right out of high school, simply a hand full with each start. The
vast majority are mature students; often second career strategy students and have often have had a
previous career in healthcare. The program has recruited nurses, pharmacy technicians, personal
support workers and even physicians who were educated in other countries and do not meet the
practice standards in Canada. Additionally it is common to have quite a number of degree prepared
students in the program. The characteristics the students should possess for success in this program
and career path are quality focused and detail oriented with an interest is biomedical sciences.
Meeting the needs of the adult learners and the right out of high school students is a challenge as
their expectations are very different. The high school students are often expecting to be spoon fed
the content, are easily bored, and have a good level of computer literacy, whereas the second career
strategies students focus on their learning demonstrating excellent study habits and usually a high
level of academic success, but often struggle with the computer literacy components of the
program, which are extensive. Five years of history with the program has demonstrated these
demographic and social characteristics are the norm so it is important for educators to adapt their
teaching styles to support the vast needs and very different learning styles of these different
learners.
Givens and Constraints
During the last five years, I have worked very hard to build a learning environment that was
suitable for the HIM program. When I first arrived on the scene, several months after the first
group of students had started there had not been a lot of thought on planning for the needs of this
new program and the givens I expected were not in place. I immediately set to work with
CURRICULUM PLAN
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contacting various vendors to see who would be willing to support the program with their software
on a gratis or greatly reduced basis for classroom use. One of the applications needed for the
program was costing me 60,000.00 a year as a manager of a large health care health records
department. Certainly, this kind of expenditure represents a huge constraint for a college program
to endure and four additional, specific to HIM applications were also required. I negotiated with
several hospitals to receive anonymized patient records for our students use and a real database of
patient information, which had to have some fields scrambled to protect patient confidentiality, but
was robust enough to allow students to run realistic reports in their utilization management and
decision support course. A dedicated computer lab with dual flat panel monitors is now in place
with all of the software applications needed to create a current curriculum. A technology assistant
is also now supporting the needs of the program to a limited degree at present, but I am working at
strengthening this relationship. Although the new lab has almost all of what we need, the lighting
is an issue as there is no ability to turn the lights down or off for video use. There are also sound
concerns, as there is a constant drone in the lab causing difficulties with hearing. This past
semester there were also significant temperature issues where monitoring indicated an environment
that was not conducive to learning. These are all considered constraints I am working with
facilities to address them.
Sponsoring Organization
The Canadian College of Health Information Management (CCHIM) is the educational
body of the CHIMA and they have a sub-committee known as the Council on Professional Practice
and Education (CPPE). One of their responsibilities is to evaluate applications for recognition and
re-recognition (required every six years) and recommend approval to the Board in accordance with
established standards. It is important to meet the standards required in order for a program to be
recognized.
CURRICULUM PLAN
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Vocational Learning Outcomes
Health Information Management Program Outcomes
A recent and extensive curriculum and program review process resulted in the following
vocational learning outcomes for the program:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
apply knowledge of medical terminology, anatomy, physiology, clinical pathology,
pharmacology, diagnostic, medical & surgical interventions to support the accurate
collection, classification and analysis of written and electronic data and information upon
which important health care decisions are based
apply federal/provincial legislation requirements to health information documentation
apply internal and external standards and requirements for a HIM system
design, manage, maintain and evaluate HIM systems for access, use, disclosure, linkage,
safeguards, retention, storage, back-up and destruction that comply with legislated
requirements and contribute to decision making
collect, classify, abstract and code data in an accurate and timely manner to permit quality
reporting and analysis; apply and understand various grouping methodologies to ensure data
quality and appropriate funding
apply knowledge of the Canadian legal system with respect to healthcare organizations
interpreting federal, provincial & territorial legislation to protect the confidentiality,
integrity and availability of health information
apply knowledge of administrative, technical and physical safeguards in order to monitor
and control access to and disclosure of health information as defined by
federal/provincial/territorial legislation, statutes and organizational policies
apply basic knowledge of epidemiology, research methodologies, statistics and data
analysis in order to meet reporting needs
apply knowledge of a variety of software applications to retrieve, analyze and present
information to various stakeholders and serve as a resource by promoting an understanding
on the appropriate use of the information
demonstrate knowledge and understanding of regulations, standards, legislation, protocols,
funding systems, resources and trends within the Canadian health care system
apply and integrate relevant knowledge of the history, development, standards, professional
ethics and domains of practice surrounding the role of the HIM professional
identify and implement strategies to improve job performance and promote personal and
professional growth in a rapidly changing, complex work environment
apply management fundamentals to support the evolution of health information
management (managing projects, people & budgets, etc.)
develop life-long learning habits through the pursuit of interdisciplinary areas of study
related to social, economic and cultural understanding, civic life, personal understanding,
science and technology and arts in society
prepare a portfolio that reflects personal growth, achievements, job readiness, ongoing
professional development and learning
The following page is the program map showing where these program outcomes are addressed.
9
Running head: CURRICULUM PLAN
Health Information Management
Semester 2
Semester 1
Course #
Course Name
Vocational Outcomes
1
SCIE002
Anatomy and Physiology I
COMP177
Computer Skills and Applications
HLTH155
Intro to HIM
COMM022
Introduction to College Communications
HLTH156
Professionalism in Health Care
HLTH158
Medical Terminology I
1
SCIE105
Clinical Pathology for Health Information Management I
1
SOCI125
Business Teams
SCIE003
Anatomy and Physiology II
1
SCIE106
Clinical Pathology for HIM II
1
HLTH069
Coding and Classification Systems I
1
HLTH068
Health Data Management & Use
FLPL091
Health Information Management Practicum I
1
HLTH159
Medical Terminology II
1
HLTH157
Health Information Management Applications
2
3
4
5
6
7
8
9
10
11
Essential Employability & Core Competency Skills
12
13
Semester 3
Coding and Classification Systems II
COMM002
Communicating at Work
COMP178
Database Management
HLTH074
Management of Health Information Services
LAWS120
Health Law
MATH059
Health Statistics
1
2
3
4
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
5
1
1
1
1
1
7
8
1
1
1
1
1
1
1
1
1
9
10
11
1
1
1
1
1
1
1
1
1
12
13
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
6
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
General Education Elective
Semester 4
15
1
General Education Elective
HLTH070
14
1
1
1
1
HLTH073
Applied Research and Epidemiology
SOCI038
Issues in Diversity
HLTH071
Coding and Classification Systems III
1
HLTH072
Comprehensive
1
1
1
1
FLPL098
Health Information Management Foundations to Practicum
1
1
1
1
HLTH075
Utilization Management and Decision Support
1
FLPL092
Health Information Management Practicum II
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
9
Running head: CURRICULUM PLAN
HIM Diploma Course Content
Year 1
Fall 2009 – Semester 1(15 wks)
Course
Communications for
Community Development
&HealthCOMM79
Computer Skills &
ApplicationsCOMP177
Professionalism in
HealthcareHLTH156
Anatomy & Physiology I
SCIE02
Introduction to HIM
HLTH155
Clinical Pathology for HIM I
SCIE105
Business Teams
SOCI125
Medical Terminology I
HLTH158
Year 2
Total
Hrs
Weekly
Hrs
45
3
45
3
30
2
60
4
30
Winter 2010 – Semester 2 (15 wks)
Course
Total
Hrs
Weekly
Hrs
General Education elective
45
3
30
2
45
3
Anatomy & Physiology II
SCIE03
60
4
2
HIM Practicum I FLPL91
(Weeks 9-10)
70
35
hrs/wk
60
4
Clinical Pathology for HIM
II SCIE106
60
4
45
3
Coding I HLTH069
45
3
30
2
Medical Terminology II
HLTH159
30
2
FALL 2010 – Semester 3 (15 wks)
Total
Hrs
Weekly
Hrs
General Education Elective
45
3
Database Management
COMP178
45
3
Health Statistics
MATH59
45
Mgmt of Health Information
Services HLTH74
HIM Applications
HLTH157
Health Data Mgmt& Use
HLTH68
* WINTER 2011 – Semester 4
(16wks)
Total
Hrs
Weekly
Hrs
Issues in Diversity
SOCI038
Utilization Mgmt. &
Decision Support HLTH75
45
3
60
4
3
Applied Research &
Epidemiology HLTH73
45
3
45
3
HIM Practicum II FLPL92
(Weeks 13-16)
140
35
hrs/wk
Health Law
LAWS120
45
3
HIM Foundations to
Practicum FLPL08
70
6
Communicating at Work
COMM02
45
3
15
2
Coding II HLTH070
45
3
Comprehensive
HLTH72 (Weeks 1-7)
Coding III HLTH071
45
3
Course
Course
*Winter semester of Y2 condensed to 12 weeks with Practicum II Weeks13-16
CURRICULUM PLAN
10
Teaching and Learning Resources
Title
Author(s)
Intro to Human Body: Essentials
Tortora (+ Wiley Plus)
Anatomy & Physiology 1 Lab Manual
Communication for Community, Development
& Health
Edited by Nancy Rishor& Fred
Wood
Custom/Cites & Sources Pkg. (3rd ed.)
Publication
Date
ISBN #
Course #
Course Title
2010
9780470461396
SCIE002
Anatomy & Physiology 1
2010
"
2009
9780176431822
COMM079
Communications for CDH
Haig, J., MacMillan, V.,
Raikes, G.
2010
9780176473501
"
Microsoft Office 2007 Premium Ed
Shelly Cashman Series
2010
9780324826852
COMP177
Computer Skills & Application
Fundamentals of Health Information
Management
Canadian Healthcare Assoc
2009
9781896151311
HLTH155
Intro to Health Information
Management
Intro to HIM-Course notes pack
Paula Weisflock
2009
N/A
Professionalism in Health Care-A Primer for
Career Success
Makely 3rd edrecom only
2009
9780135153871
HLTH156
Professionalism in Health Care
Professionalism-Course notes pack
Paula Weisflock
2009
N/A
The Language of Medicine
Chabner, 8th ed
2007
9781416034926
HLTH158
Medical Terminology 1
Pathophysiology for Health Professions
Gould, 3rd ed
2006
9781416002109
SCIE105
Clinical Pathology for HIM 1
Clinical Pharmacology Made Incredibly Easy
Springhouse
2009
9780781789387
SOCI125
Business Teams
Effective Teamwork
Goetsch
2004
9780130485274
The Language of Medicine-purchased sem 1
Chabner, 8th ed
2007
9781416034926
HLTH159
Medical Terminology 2
Calculating & Reporting Healthcare Statistics
Horton, 3rd ed
2010
9781584262152
HLTH068
Health Data Mgmt. & Use
Fundamentals of Health Info Mgmt-purchased
sem 1
Canadian Healthcare Assoc
2009
9781896151311
Student Resource Package
CHIMA
ICD-10-CA/CCI Classification Primer
Fletcher, 5th ed
2010
9780973458626
HLTH069
Coding & Classification Systems 1
Folio Software
Intro to Human Body: Essentials-purchased sem
1
CIHI (Optional)
2009
N/A
N/A
Tortora (+ Wiley Plus)
2010
9780470461396
SCIE003
Anatomy & Physiology 2
Communication for CDH Custom-purchased
sem 1
Rishor
2009
9780176431822
COMM002
Communication @ Work
Concepts of Database Management
Pratt, 6th ed
2008
9781423901471
COMP178
Student Resource Package-purchased sem 1
CHIMA
N/A
HLTH074
Database Management
Management of Health
Information Services
Concepts, Principles and Practice, Chpt 17,20-27
LaTour, K., 3rd ed AHIMA
2010
9781584262176
Fundamentals of Health Info Mgmt-purchased
sem 1
Canadian Healthcare Assoc
2009
9781896151311
Health Law
Law for Canadian Health Care Administrators
Morris
1996
9780433454601
Health Law
Canadian Health Information
Rozovsky
2002
with above
Electronic Health Records: A guide for
Professionals and Organizations
Amatayakul, 4th ed
2009
9781584262190
FLPL098
Health Information Management
Foundations to Practicum
Same resources as for coding I and II noted
above
Epidemiology
Gordis, 4th ed
2009
9781416040026
HLTH071
HLTH073
Coding & Classification Systems 3
Applied Research & Epidemiology
Concepts, Principles and Practice, Chpt 16
LaTour, K., 3rd ed AHIMA
2010
9781584262176
Concepts, Principles and Practice, Chpt 18, 19
LaTour, K., 3rd ed AHIMA
2010
9781584262176
HLTH075
Utilization Management &
Decision Support
Sociology (Points of the Compass)
Brym
2008
9780176431969
SOCI138
Issues in Diversity
Practicum 1-Guides (Preceptor and Student)
Paula Weisflock
Yearly
N/A
FLPL091
Practicum I
Practicum 2-Guides (Preceptor and Student)
Paula Weisflock
Yearly
N/A
FLPL092
Practicum II
Note ** A host of website resources are also extensively used in the program.
CURRICULUM PLAN
11
Teaching and Learning Strategies
I stepped into this teaching and program coordinator role without ever having taught before
and I freely admit I would do things so much differently today with having some knowledge on
curriculum development and teaching and learning strategies. The Masters of Arts in Education
program has been a fabulous resource and previous Focus on Learning sessions and Aligning and
Building curriculum education has helped as well. My first couple of years teaching must have been
very boring for the students as my PowerPoint lectures were my main resource, so a passive learning
style was in place. I was concentrating all my spare time on getting all of the resources in place such
as the lectures, assessments, lab, computers, software, patient records, scanning equipment and quite
frankly, the time to be creative was minimal even though I was working sixty plus hours per week. I
did develop several rubrics for project and team presentation use but active learning exercises were
minimal.
My goal is to move forward with the knowledge I have gained in this Masters program with
active learning strategies and a student centered focus. I am a creative person by nature and if the
pedagogy piece is the art component of curriculum development, I do feel that with the knowledge I
have gained, I can achieve this goal as a budding artist.
Marketing Plan
I often reflect on the various hats we wear as educators: the creator of new curriculum and its
delivery, the director of classroom management, the investigator of students with less than stellar
academic ideals, and the initiator of new ideas. Additionally other hats include the role of the
cheerleader of special program events, the counsellor of students struggling with balancing life and
school, and the marketer of my program, to name a few.
Program marketing is a major role of a program coordinator for a new program. Securing
practicum sites for students requires the practicum sites understanding of your program content and
goals and what skills the students are coming to them with. Recruiting an Advisory Board involves a
CURRICULUM PLAN
12
similar marketing role. Potential students are constantly contacting the coordinator as they attempt to
choose between several schools or sometimes even several programs within the same school and
again I wear my marketing hat during these conversations. Having a passion about the career options
and the program itself does make this a relatively easy task though. Recently I had the opportunity to
work on a marketing video for the School of Education, Health, and Wellness and a number of
students and I star in a good portion of this video. Each year the program coordinator is responsible
for updating the program content for both the website and the program calendars published for
potential students and again marketing is a major consideration in much of this verbiage. As I discuss
opportunities for practicum with potential sites, again, I am marketing the program and the students
skill set. Open House happens two times per year; I attend all of these, and deliver program sessions
for potential students considering the program. Finally, when people contact me for potential job
applicants, I am touting the skills the students learned in the program and the value of hiring them
over other programs students, again marketing!
CURRICULUM PLAN
13
Evaluation Plans
I am including one assignment here as well as the team charter and assessment pieces
(rubrics) to go along with it. The assignment is a team project in the third semester Management of
Health Information Services course and includes a number of components from their weekly lectures
and labs, hence considered an integrated project.
Project Management-Oncology Clinic data collection Ministry mandate
______________________________________________________________________
Due date: All components are due on December 7, 2009
Grade value of this project: 25% of course grade (15% faculty assessed-team grade, 5% peer
assessed by your fellow team members and 5% individually assessed by and for yourself), a further
non graded group critique will also be completed by the other teams with feedback on this provided
by the instructor. Several rubrics will be provided for further guidance on expectations and includes
the detailed marking plan for each assessment [individual (A),peer(B) and faculty (C)].
Background: It is October, 2009 and you have just received a letter from your CEO that the Ministry
of Health and Long Term Care has mandated the collection of outpatient Oncology Clinic visits
beginning in six months (April 1, 2010….the start of the new fiscal year). Your multi site
organization (Watersedge Healthcare) has a very active outpatient oncology service at the largest site
(Watersedge-Fleming site) and you must gather a team together to plan out this new initiative. Here
are some further details to assist you in planning.








The clinical leader for Oncology does not want the charts to go to the HIM dept. to be coded
so you need to consider options within the oncology dept….of course space is limited
Assume that some of the data elements required for the new initiative are not currently being
gathered within the existing chart; hence you need an education plan within oncology
Your project sponsor is the Chief Information Officer for your organization who also has
finance within his portfolio and clearly understands the financial implications in penalties that
the Ministry will impose if this data is not collected in a timely fashion
Not doing this coding could be an option but the financial and other implications of not doing
it would have to be outlined…the financial penalty alone is 9000.00 per year for a facility your
size and consider the organizations reputation
Your organization structure can be made up…but here are a few groups/committees you might
want to consider
o CAC…Clinical Advisory Committees made up of nursing managers and physicians
CIMC….Corporate Information Management Council
o Site Leadership groups made up of managers and physician leaders at each site
Some groups (not all mentioned) will need an fyi on the initiative and others (those impacted)
will need varied levels of knowledge and involvement
The physician structure is broken down as follows
o Waters edge Healthcare (the organization) has a Chief of Staff, each site has a Deputy
Chief of Staff for site related matters
Watersedge-Fleming site as the largest site involves many sub specialties and has a further
structure of physician leaders for each service
CURRICULUM PLAN

14
o There is a physician leader for oncology
o There is also a clinical nursing leader for oncology
All Physician leaders and Deputy Chiefs meet with the Chief of Staff monthly for
MAC….Medical Advisory Council
Evaluation (3 parts):
Part 1-Project plan report: The entire project plan is due to the instructor in the form of an
electronically submitted 8-10 page, double spaced word processed report. It will be marked
electronically and sent to all group members with comments. Use Tahoma font, size 11 and bolded
headings for the various sections (Eg. 1.0 Executive summary) of your word processed report which
should include the following components:
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Title Page-1 page
1.0 Executive Summary-1 page
2.0 Project Charter highlights-2 pages
3.0 Project management timelines chart-1-2 page(s)
4.0 HR Plan-job description-1 page
5.0 Budget-1-2 page(s)
6.0 References-1 page
Part 2-PowerPoint: The entire project plan report should be synopsized into 10-12 PowerPoint slides
and electronically submitted for marking.
Part 3-Team Presentation using PowerPoint: Together, the team will present this PowerPoint to
the organizations management executive committee (your class) in order to gain their support to
proceed with the initiative. This is expected to be a 20 minute presentation with all team members
participating.
Hand in requirements recap: Each team will electronically submit one word processed 8-10 pg. report and one
PowerPoint presentation on the due date prior to any class presentations taking place. I suggest a team leader be identified
by the group at the beginning to communicate with instructor and to take on this responsibility. Spelling, grammar,
format, sentence structure and the ability to follow directions as outlined will be marked for all components. See the
grading sheets for further details on how your deliverables will be evaluated.
Further details on project component requirements:
Below you will find further details, from the above outline, on the seven components required within
this project plan.
Title page
As this is a formal presentation to the organizations executive on a new initiative you are
seeking support on handouts would normally be provided as well as the PowerPoint
presentation, but due to a large class size only the instructor will receive a copy of the report.
1.0
Executive summary
Your executive summary should summarize all the other sections of your plan. It should
include key financial numbers from your plan as well as brief summaries of other important
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sections including the ministry mandate directive. It should be the last thing you write in your
plan, even though it's usually the first thing read by others. Its concise length and summary
format will enable the reader to quickly understand what you plan to do with your project and
why.
2.0
The Project Charter
Use the Project charter template provided as a guideline to outline important components of
your project plan. You will choose which sections you use and there is not room for them all.
3.0
Project Management Schedule/Timelines of project plan
Prepare and present a chart (3 options noted below) for your project milestones, activities,
timelines and participant goal tracking.
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4.0
Microsoft project is loaded in classrooms and the learning commons for chart creation or
perform a Google search for instructions to use excel in building a Gantt chart. Word can
also be used for this or as a final option a hand drawn schedule of activities and timelines
is acceptable (must be professional looking)
o You are encouraged to try and tackle Microsoft Project as this is a widely used tool for
managing a project and is fairly quick to catch on to, however its use isnot a graded
requirement
There is an expectation that all members of the group will be able to respond to questions
on the project plan and timelines chart….in other words do not just assign this component
to one member of the team without further plans to familiarize all team members
Use the ICD-10 implementation chart example provided to prompt you on potential
planning milestones that may need to be considered for this project plan (Paula will bring
one per group to your next class)
Human Resource requirements
As a component of your plan attach a job description with suitable qualifications for this job in
order to recruit new coding specialists.
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5.0
Assume you need to hire new staff and consider you want previous oncology experience
You will need to research this component to know what to add to your regular coding
classification postings…see our HIM bulletin board or Workopolis for a starting point
Consider the learning curve that staff will undergo and consider how you would address
getting the work done both short term and long term
o For example you cannot hire 5 people if you need 3 in the long run...consider your
existing staff options
Budgeting plan
You are to prepare a budget for this project that will include all costs you have considered.
Consider:


Software costs, interface costs, new staffing costs, training costs, equipment costs
How many new full time equivalents (FTE’s) are required to meet the new coding
demands?
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6.0
16
Show details as to how you came up with your FTE requirements. Consider how long it
might take these staff to get up to speed due to the learning curve and how you might
recruit these highly talented individuals
Consider oncology resources (texts etc.) that these new coders might require
References
Complete a reference list that allows the instructor to link to the exact reference used. APA
format is not required. You should use all class resources provided (text, lecture notes,
handouts, etc.) as well as plan to do some research as well as learn more about project
management software to support this project plan and future project opportunities. Personal
references should also be noted.
Further details for the budgeting portion of your project plan
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Your organization has approximately 50,000 oncology visits per year
Assume your current staff cannot handle this increase, nor are they experienced in
oncology coding
Exception to the above-you have one coding specialist on staff who previously worked at
another facility in Ontario that had piloted oncology coding
It is expected from preliminary estimates done by pilot sites that a coder could code 60-80
oncology visits per day once they are trained and 40 per day while they are
training…training is planned to take 2 months
A computer is deemed to cost 1800.00 complete with 21” flat panel monitors, each
workstation is deemed to cost 2200.00 for a compact yet suitable for coding workstation
The charts for oncology are stored in a decentralized environment because of their daily
use needs and you plan to have the coders work in that same area
Assume that current software developed for other ambulatory coding will meet the needs
for the most part
However, CIHI has mandated staging and primary site fields which will need to be added
by the software vendor and they want a one time cost of 10.000.00 for this customization,
your interface vendor wants an additional 1000.00 one time cost to modify the interface to
support this
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Team Charter
A team is a small number of people with complementary skills who are committed to a common
purpose, performance goals, and approach for which they hold themselves mutually accountable. A
team whose members work well together can outperform even the most talented collection of
individuals whose efforts are not mutually supportive and accountable. Effective teams complement
strengths of their members; compensate for weaknesses; meet basic needs (motivators) through
affiliation, respect, and esteem; can develop a cohesive and trusting work environment and provide
development of leadership and other team building skills.Developing the team charter should
accelerate your team’s development by establishing a common direction, mission, goals, procedure,
and roles to move the team to the performing stage. The following are characteristics of high
performing teams:
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Committed to the completion of common goals
Members demonstrate open and candid communication
The team supports and builds up members & monitors their progress on an ongoing basis
Spends time to get to know team mates and use diversity to create strength
Members are involved and participate actively and willingly
Has a climate of trust & loyalty and had established team norms for functioning
Has well planned meetings that end with decisions and actions
Has processes for resolving conflict, solving problems and making decisions
Has clearly defined roles and tasks and has determined timelines
Team Name: Give your team a name. Does your team have a motto they would like to live by?
Team Purpose & Mission: Provide a brief description of the purpose of your team & your team
Mission statement (i.e. why does your team exist?) Summarize your team project details.
TeamGoals: State your team goal using the SMART format (Specific, Measurable, Attainable,
Relevant, and Timeline). Goals include objectives for the project, course, and team (e.g. grade goal).
Make sure that each goal is linked to the mission statement and that they show specifically
what the team is supposed to accomplish.
Team Roles: Identify team roles with a “job description” (who does what tasks - be specific). Include
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roles such as leader, minute taker, agenda maker/distributor, file keeper& methods, editor,
researcher etc.)
Name Name:
Role
Role:
R
Job Description:
Communication Strategy: Include Meeting Information: Weekly Meeting Time,Location, how will
the team communicate; Meeting structure (who will create & distribute agendas? What filekeepi
keeping methods will you use? When/where you will meet? How will meetings be organized and run?
Expected behaviours and rules for meetings e.g. Expectations for attendance, punctuality
Name Name:
will
E-mai E-mail:
Phon
Phone numbers:
Decision-making Strategy: Identify a Decision-making strategy and decision-making process you
use. What decision-making process will your team follow (eight step)?
Include decision-making structure (e.g. how does the team make decisions, does majority rule?
Does Doesit have to be unanimous? Etc) Include expected behaviours and rules for decision-making
(e.gn In case of a tie, does the leader decide? Will we stay with the decision until we all agree, etc?)
Ground Rules/Team Expectations: Develop a list ground rules that all team members have agreed
to follow using the SMART format. Establish boundaries for your team by developing statements
that describe how team members are to behave and perform together on the project.List the
ground rules ALL team members have identified and agreed to follow. Be specific. What standards
characterize “quality” work? How active is “active participation”?
Some examples may include:
Meeting attendance is mandatory
Participate (ask questions, give opinions)
Submit quality work (grammar, spelling)
Be accountable (never miss a deadline, help others)
Arrive on time
Respect others (discuss & disagree on task not people)
Consequences: Develop a list of consequences appropriate for team members breaking the ground
rules your team has established. They should be SMART, enforceable and agreed to by all team
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members. What sanctions will be invoked? (what specific grade deductions? removal from the
team?) How they will be carried out? What intermediary steps, if any, will be taken to deal with
unacceptable behaviour? Consequences define how a member’s behaviour will or will not affect
their share of any team mark!
Grou
Ground Rules:
Cons
Consequences:
Team members sign off:
We the group members have prepared this contract together and we hereby agree to the above
noted requirements of each one of us. Signed, this ______ day of ______(month), _______(year).
________________________________
___________________________________
________________________________
__________________________________
________________________________
__________________________________
Hand this signed contract in to your instructor. Due date: Nov 17, 2009
Health Information Management Team Project
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SELF-EVALUATION-Appendix AName______________________
Describe your participation in the final project. Discuss and evaluate, in specific and concrete detail,
the contributions you made to your group's project. Describe the things you did well, what roles you
played and also describe the areas in which you could have done better. Consider the following
contributions and add any others that you might have made:
1.
2.
3.
4.
5.
discussion, preparation and suggestions
research, resource gathering, integrating components
writing report and PowerPoint preparation
leadership, meeting attendance
overall team contribution
At the conclusion of your comprehensive written self-evaluation outlining your effectiveness, give
yourself a number grade, as described below on your own team effort in participating in this project.
If documentation is not comprehensively detailed, instructor will determine appropriate grade here
based on what is stated.
4-A extraordinary; completed more than an equal share in all areas listed above
3-B very good; completed almost an equal share of the work in all areas listed above
2-C fair; did not do my fair share but did contribute to some areas listed above
1-D fell below the basic requirements for group work; did very little work at all
0-E did not complete any work to support the team
__________________________________________________________________________________
__________________________________________________________________________________
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__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
I evaluate my own team contribution to have earned the following # grade
______
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Running head: CURRICULUM PLAN
Team #
_______________
Your name: _________________________
Appendix B-Peer Evaluation for Team Project-5% of grade
Topic and Date of Presentation __________________________________
Each fellow student should be evaluated based on the following contribution criteria with a maximum of 10. This information is strictly confidential. Comments are required
to support your assessment. Provide 1-2 sentences per criteria describing their participation in and contributions to the project...consider things like; What was the most
effective part of the persons contribution? Why was this the most effective part? What could the individual learn from this part that s/he could use to improve the next group
activity? How could the team member improve her/his use of discussion, research skills, writing, editing skills, etc. Use the following grading scale to guide you in each
criteria area. 0-Did not participate at all .5-Hardly participated 1.0-Only contributed 1/2 of the time with their full share 1.5-Did a fair bit but not quite a full share 2.0-Full share
of contribution in this criteria area.
Student names
Criteria
Contribution to data
gathering & research for
project
/2
0
0.5
1.0
1.5
2.0
0
0.5
1.0
1.5
2.0
0
0.5
1.0
1.5
2.0
0
0.5
1.0
1.5
2.0
0
0.5
1.0
1.5
2.0
Contribution to integration of
gathered information into
report and PowerPoint
/2
0
0.5
1.0
1.5
2.0
0
0.5
1.0
1.5
2.0
0
0.5
1.0
1.5
2.0
0
0.5
1.0
1.5
2.0
0
0.5
1.0
1.5
2.0
Contribution to team project
by attending group meetings
and practice sessions and
responding to team email
discussions regarding the
project
/2
0
0.5
1.0
1.5
2.0
0
0.5
1.0
1.5
2.0
0
0.5
1.0
1.5
2.0
0
0.5
1.0
1.5
2.0
0
0.5
1.0
1.5
2.0
Contribution to the team
project by supporting the
team and valuing everyone’s
input and assisting others if
needed /2
0
0.5
1.0
1.5
2.0
0
0.5
1.0
1.5
2.0
0
0.5
1.0
1.5
2.0
0
0.5
1.0
1.5
2.0
0
0.5
1.0
1.5
2.0
Contribution to overall project
(leadership, interest,
creativity etc.)/2
0
0.5
1.0
1.5
2.0
0
0.5
1.0
1.5
2.0
0
0.5
1.0
1.5
2.0
0
0.5
1.0
1.5
2.0
0
0.5
1.0
1.5
2.0
Total grade
/10
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Team Assignment -- Project Planning -- Oncology Coding
Appendix C-Faculty Rubric
Student's
Names: ____________________________________________________________________________________________________________________________________________________
CATEGORY
1
2
3
4
Title Page &
References
The title page does not follow the
instructions provided and is not
professional in presentation.
The title page minimally follows the
instructions provided and is somewhat
professional in presentation.
The title page meets most of the criteria
provided and is somewhat professional in
presentation.
The title page meets all of the criteria provided and is entirely
professional in presentation with creativity demonstrated.
(Use of border, a company logo, color, etc.)
1.0 Executive
summary
The team does not demonstrate an
understanding of the components
necessary within an executive
summary. The summary is in complete
and does not provide a full picture of
the project plan.
The team has not clearly considered all
aspects of the project charter.
The team demonstrates an understanding
of the components necessary within an
executive summary. The summary is
somewhat complete but lacking in a full
picture of the project plan.
The team demonstrates an understanding of
the components necessary within an executive
summary. The summary is mostly complete
and enables the reader to comprehend the
plans major components and potential issues.
The team clearly demonstrates a thorough understanding of
the components necessary within an executive summary. The
summary is complete and enables the reader to comprehend
the plans major components and potential issues. A good
synopsis of the summary was presented to the class.
The team has done a fair job on the
project charter considering some of the
necessary components and capturing most
of the required information.
The team has done a thorough job on the project charter
considering all necessary components and accurately
capturing the required information provided with critical
thinking skills identified.
3.0
Timelines/milestones
chart development
Team needs help to develop a timeline
AND/OR several students in the group
cannot independently describe the
high points of the timeline.
Team independently develops a timeline
using Microsoft Project describing when
most parts of the work will be done. Most
students can independently describe the
high points of the timeline.
The team has done a fair job on the project
charter considering most of the necessary
components and accurately capturing the
required information provided with critical
thinking skills identified.
Team independently develops a timeline using
Microsoft Project describing when most parts
of the work will be done. All students in-group
can independently describe the high points of
the timeline.
4.0 Human
Resources
The team has not clearly identified
their need for additional FTE's. Their
job posting is lacking in some of the
components that should be considered
as necessary to support the project.
The team has identified their need for
additional FTE's. Their job posting
identifies some of the components that
should be considered as necessary to
support the project.
The team has identified and provided data to
backup their need for additional FTE's. Their
job posting identifies most of the components
that should be considered as necessary to
support the project.
Their job posting clearly identifies all components that should
be considered as necessary to support the project. Creativity
and critical thinking skills are demonstrated in the job posting.
5.0 Budget
The team missed several key costing
areas and inadequately budgeted for
several key costs.
The team missed a key costing area and
inadequately budgeted for a certain key
cost.
The team covered all of the costing areas but
underestimated significantly certain key costs.
Written
report/PowerPoint:
Spelling, grammar,
punctuation and
overall professional
presentation of report
and PowerPoint
Formal class
presentation: formal
overall professional
presentation of
findings
The team has not demonstrated a
feasible project plan. Many
grammatical, spelling, and/or
punctuation errors were noted.
The teams plan is in-complete. There are
some grammatical, spelling, and/or
punctuation errors noted.
The team has demonstrated a project plan
that is fairly well done in writing style and
detail. Almost no grammatical, spelling or
punctuation errors were noted.
The team covered all of the costing areas and their
calculations are very near the mark. Creativity and critical
thinking skills are evident in their budgetary plan with
demonstrated resource use. The team has clearly identified
and provided data to backup their need for additional FTE's
The team has demonstrated a project plan report and
PowerPoint that is exemplary in presentation style and detail
demonstrating creativity throughout and comprehensive
resource utilization . Critical thinking skills are evident. No
grammatical, spelling or punctuation errors were noted. All
instructions were followed.
The teams formal presentation did not
demonstrate teamwork and
professionalism in its entirety.
The teams formal presentation was a little
weak in demonstrating professionalism
and teamwork. The flow was unpolished.
The team’s formal presentation demonstrated
professionalism and evidence of teamwork
throughout. Some critical thinking skills were
noted. Timing of presentation was off from
assigned time expectations (too long or too
short)
Team Charter and
Meeting minutes
The team did not complete a team
charter and did not submit meeting
minutes for at least 3 meetings.
The team submitted a late completed
team charter and at least 2 sets of
meeting minutes for the project planning
stages
The team submitted a completed team charter
on time and at least 3 sets of meeting minutes
for the project planning stages
2.0 Project Charter
Team independently develops a reasonably complete timeline
using Microsoft Project or a reasonable fascmile, describing
when different parts of the work will be done and noting the
need for involvement by others and any interdependencies.
All students in-group can independently describe the high
points of the timeline.
The team has formally demonstrated a project plan that is
exemplary in presentation style and detail. Critical thinking
skills are evident in several areas of the plan. The team’s
presentation was extremely professional and a team effort
was evident throughout. Speakers projected her/his voice so
that it was clear and made visual contact with the audience.
The talk was appropriately paced and the required timelines
were adhered to.
Total marks available
/35
Running head: CURRICULUM PLAN
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