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Medical Coding and Billing 10

26 Course Videos
1 Hour
44 Test Questions

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Dedicated Tutors

Medical Coding and Billing 10

Course Highlights

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Certificate

Dedicated Tutors

1 Hour
26 Course Videos

Medical Coding and Billing 10

Course Description

1 Hour

26 Course Videos

ICD-10-CM is a clinical modification of the World Health Organization’s ICD-10, which consists of a diagnostics classification system. ICD-10-CM includes the level of detail needed for morbidity classification and diagnostics specificity in the United States. It also provides code titles and language that complement accepted clinical practice in the US.

The system consists of more than 68,000 diagnosis codes. This course provides the training necessary for medical administrative professionals to comply with the updated standards. The transition to ICD-10 is necessary for many reasons. Payors cannot pay claims fairly using ICD-9-CM since the classification system does not accurately reflect current technology and medical treatment.

Significantly different procedures are assigned to a single ICD-9-CM procedure code. Limitations in the coding system translate directly into limitations in the diagnosis-related groups (DRG). The healthcare industry cannot accurately measure the quality of care using ICD-9-CM. It is difficult to evaluate the outcome of new procedures and emerging healthcare conditions when there are no precise codes.

Most importantly, we have a mission to improve our ability to measure health care services provided to our patients, enhance clinical decision-making, track public health issues, conduct medical research, identify fraud and abuse, and design our payment systems to ensure services are appropriately paid.

Course Syllabus

Module 1: Certain Infectious and Parasitic Diseases

  • Intro
  • Certain Infectious And Parasitic Diseases

Module 2: Neoplasm

Module 3: Diseases of the Blood and Blood Forming Organs

Module 4: Endocrine, Nutritional and Metabolic Diseases

Module 5: Mental Disorders

Module 6: Diseases of the Nervous System

Module 7: Diseases of the Eye and Adnexa

Module 8: Diseases of the Ear and Mastoid Process

Module 9: Diseases of the Circulatory System

Module 10: Diseases of the Respiratory System

Module 11: Diseases of the Digestive System

Module 12: Diseases of the Skin and Subcutaneous Tissue

Module 13: Diseases of the Musculoskeletal System and Connective Tissue

Module 14: Diseases of the Genitourinary System

Module 15: Pregnancy, Childbirth, and the Puerperium

Module 16: Newborn (Perinatal) Guidelines

Module 17: Congenital Malformations, Deformations and Chromosomal Abnormalities

Module 18: Symptoms, Signs and Abnormal Clinical and Laboratory Findings

Module 19: Injury, Poisoning and Certain Other Consequences of the External Causes

Module 20: External Causes of Morbidity

Module 21: Factors Influencing Health Status

  • Factors Influencing Health Status
  • Case Study 1 And 2
  • Outro

 

One healthcare career that demands accuracy and highly specialized knowledge is the medical billing and coding field. This is an especially attractive profession for those who want to work in healthcare but do not want extensive patient-facing responsibilities. Medical billers and coders occupy one subfield of health information technology. They ensure that health services, diagnoses, and clinical procedures are recorded properly in patients’ health records.

 

It is important to note that health information technicians (HITs) are closely related and typically take on medical billing and coding as part of their jobs, among other responsibilities. Medical billers and coders’ important work requires a thorough and working knowledge of the unique codes used for patient care, insurance, and billing documentation. A mistake could have damaging medical and financial consequences for patients, healthcare providers, and insurance companies. Therefore, a comprehensive education in medical billing and coding is a must.

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Frequently Asked Questions

Instructional methods, course requirements, and learning technologies can vary significantly from one online program to the next, but the vast bulk of them use a learning management system (LMS) to deliver lectures and materials, monitor student progress, assess comprehension, and accept student work. LMS providers design these platforms to accommodate a multitude of instructor needs and preferences.

Online education may seem relatively new, but years of research suggests it can be just as effective as traditional coursework, and often more so. According to a U.S. Department of Education analysis of more than 1,000 learning studies, online students tend to outperform classroom-based students across most disciplines and demographics. Another major review published the same year found that online students had the advantage 70 percent of the time, a gap authors projected would only widen as programs and technologies evolve.

All new learning innovations are met with some degree of scrutiny, but skepticism subsides as methods become more mainstream. Such is the case for online learning. Studies indicate employers who are familiar with online degrees tend to view them more favorably, and more employers are acquainted with them than ever before. The majority of colleges now offer online degrees, including most public, not-for-profit, and Ivy League universities. Online learning is also increasingly prevalent in the workplace as more companies invest in web-based employee training and development programs.

The concern that online students cheat more than traditional students is perhaps misplaced. When researchers at Marshall University conducted a study to measure the prevalence of cheating in online and classroom-based courses, they concluded, “Somewhat surprisingly, the results showed higher rates of academic dishonesty in live courses.” The authors suggest the social familiarity of students in a classroom setting may lessen their sense of moral obligation.

Choosing the right course takes time and careful research no matter how one intends to study. Learning styles, goals, and programs always vary, but students considering online courses must consider technical skills, ability to self-motivate, and other factors specific to the medium. Online course demos and trials can also be helpful.
Our platform is typically designed to be as user-friendly as possible: intuitive controls, clear instructions, and tutorials guide students through new tasks. However, students still need basic computer skills to access and navigate these programs. These skills include: using a keyboard and a mouse; running computer programs; using the Internet; sending and receiving email; using word processing programs; and using forums and other collaborative tools. Most online programs publish such requirements on their websites. If not, an admissions adviser can help.

Frequently Asked Questions

Instructional methods, course requirements, and learning technologies can vary significantly from one online program to the next, but the vast bulk of them use a learning management system (LMS) to deliver lectures and materials, monitor student progress, assess comprehension, and accept student work. LMS providers design these platforms to accommodate a multitude of instructor needs and preferences.

Online education may seem relatively new, but years of research suggests it can be just as effective as traditional coursework, and often more so. According to a U.S. Department of Education analysis of more than 1,000 learning studies, online students tend to outperform classroom-based students across most disciplines and demographics. Another major review published the same year found that online students had the advantage 70 percent of the time, a gap authors projected would only widen as programs and technologies evolve.

All new learning innovations are met with some degree of scrutiny, but skepticism subsides as methods become more mainstream. Such is the case for online learning. Studies indicate employers who are familiar with online degrees tend to view them more favorably, and more employers are acquainted with them than ever before. The majority of colleges now offer online degrees, including most public, not-for-profit, and Ivy League universities. Online learning is also increasingly prevalent in the workplace as more companies invest in web-based employee training and development programs.

The concern that online students cheat more than traditional students is perhaps misplaced. When researchers at Marshall University conducted a study to measure the prevalence of cheating in online and classroom-based courses, they concluded, “Somewhat surprisingly, the results showed higher rates of academic dishonesty in live courses.” The authors suggest the social familiarity of students in a classroom setting may lessen their sense of moral obligation.

Choosing the right course takes time and careful research no matter how one intends to study. Learning styles, goals, and programs always vary, but students considering online courses must consider technical skills, ability to self-motivate, and other factors specific to the medium. Online course demos and trials can also be helpful.
Our platform is typically designed to be as user-friendly as possible: intuitive controls, clear instructions, and tutorials guide students through new tasks. However, students still need basic computer skills to access and navigate these programs. These skills include: using a keyboard and a mouse; running computer programs; using the Internet; sending and receiving email; using word processing programs; and using forums and other collaborative tools. Most online programs publish such requirements on their websites. If not, an admissions adviser can help.

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Description

ICD-10-CM is a clinical modification of the World Health Organization’s ICD-10, which consists of a diagnostics classification system. ICD-10-CM includes the level of detail needed for morbidity classification and diagnostics specificity in the United States. It also provides code titles and language that complement accepted clinical practice in the US.

The system consists of more than 68,000 diagnosis codes. This course provides the training necessary for medical administrative professionals to comply with the updated standards. The transition to ICD-10 is necessary for many reasons. Payors cannot pay claims fairly using ICD-9-CM since the classification system does not accurately reflect current technology and medical treatment.

Significantly different procedures are assigned to a single ICD-9-CM procedure code. Limitations in the coding system translate directly into limitations in the diagnosis-related groups (DRG). The healthcare industry cannot accurately measure the quality of care using ICD-9-CM. It is difficult to evaluate the outcome of new procedures and emerging healthcare conditions when there are no precise codes.

Most importantly, we have a mission to improve our ability to measure health care services provided to our patients, enhance clinical decision-making, track public health issues, conduct medical research, identify fraud and abuse, and design our payment systems to ensure services are appropriately paid.

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