Medical Coding and Billing 9

103 Course Videos
12 Hours
23 Test Questions

Closed Caption

Certificate

Dedicated Tutors

Medical Coding and Billing 9

Course Highlights

Closed Caption

Certificate

Dedicated Tutors

12 Hours
103 Course Videos

Medical Coding and Billing 9

Course Description

12 Hours

103 Course Videos

Medical Coding and Billing (ICD-9)

Medical coding and billing using ICD-9 (International Classification of Diseases, 9th Revision) was a foundational system widely used in healthcare before the transition to ICD-10. It played a crucial role in documenting medical diagnoses, procedures, and services for insurance reimbursement, healthcare analytics, and administrative purposes.

Key Features of ICD-9:

  • Classification System: Used numeric codes ranging from three to five digits to classify diseases, injuries, and other health conditions.
  • Basic Detail: Provided a general framework for coding medical conditions, offering less specificity compared to later revisions like ICD-10.
  • Historical Significance: Served as the standard for medical coding and billing for several decades, supporting healthcare documentation and financial transactions.

Importance in Healthcare:

  • Documentation: Facilitated the systematic recording of patient diagnoses and procedures, ensuring accurate medical records and continuity of care.
  • Reimbursement: Supported insurance reimbursement processes by providing standardized codes for healthcare services rendered.
  • Data Analysis: Enabled basic healthcare analytics, such as tracking disease prevalence, treatment outcomes, and resource utilization.
  • Legacy: Despite its transition to ICD-10, ICD-9 codes continue to play a role in historical data analysis and research within healthcare systems.

ICD-9 laid the groundwork for medical coding and billing practices, providing a structured approach to classifying and documenting healthcare services. Its successor, ICD-10, introduced greater specificity and detail, reflecting advancements in medical knowledge and healthcare practices.

Course Syllabus

Lesson 1 – Introduction to CPT and HCPCS

  • Introduction To CPT And Level II National Codes-HCPCS

Lesson 1 – Introduction to Reimbursement

  • Intro

Lesson 1 – Introduction to CPT and HCPCS

  • CMS-1500 Form

Lesson 1 – Introduction to Reimbursement

  • Medicare-PartB

Lesson 1 – Introduction to CPT and HCPCS

  • Categorized By

Lesson 1 – Introduction to Reimbursement

  • Fraud And Abuse

Lesson 1 – Introduction to CPT and HCPCS

  • Category I Codes
  • Format

Lesson 2 – Anatomy Physiology

  • Anatomy

Lesson 2 – Evaluation and Management (E/M)

  • Evaluation And Management-Part 1

Lesson 2 – Anatomy Physiology

  • Anatomic Organ Systems

Lesson 2 – Evaluation and Management (E/M)

  • Evaluation And Management-Part 2
  • Nature Of Evaluation And Management Services
  • Example Of HPI
  • Review Of Systems
  • E And M Documentation Guidelines
  • E And M Exam-Part 1
  • E And M Exam-Part 2
  • Exam
  • Medical Decision Making
  • Number Of Diagnoses Or Treatment Options
  • Amount And Or Complexity Of Data Reviewed
  • Nature Of Presenting Problem
  • E And M Documentation-Level Based On TIme
  • Hospital E And M Codes
  • Subsequent Visits
  • InitialInpatient Services
  • ProlongedServices
  • Modifiers

Lesson 3 – Medical Terminology

  • Medical Terminology

Lesson 3 – Surgery, Integumentary system, Anesthesia & Modifiers

  • Anesthesia
  • Physical Status Modifiers
  • Medicare Policy
  • Surgical Guidelines
  • 58 Staged Or Related Procedure
  • Modifier 52-Reduced Services
  • Ancillary Modifiers
  • Integumentary System
  • Morphology
  • Integumentary-Nails
  • Integumentary-Introduction
  • Clinical Scenario
  • Mohs Micrographic Surgury

Lesson 4 – Introduction to ICD-9-cm

  • Introduction To ICD-9-Part 1

Lesson 4 – Musculoskeletal

  • Musculoskeletal System

Lesson 4 – Introduction to ICD-9-cm

  • Introduction To ICD-9-Part 2

Lesson 4 – Musculoskeletal

  • Rheumatism

Lesson 4 – Introduction to ICD-9-cm

  • Introduction To ICD-9-Part 3

Lesson 4 – Musculoskeletal

  • Endoscopy And Arthroscopy

Lesson 4 – Introduction to ICD-9-cm

  • Introduction To ICD-9-Part 4
  • Introduction To ICD-9-Part 5
  • Introduction To ICD-9-Part 6
  • Introduction To ICD-9-Part 7
  • Diagnostic Procedures
  • Coding And Reporting Guidelines-Part 1
  • Coding And Reporting Guidelines-Part 2
  • Coding And Reporting Guidelines-Part 3

Lesson 5 – Application of ICD-9-cm (Ch 1-9)

  • Application Of ICD-9-CM

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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

Medical Coding and Billing (ICD-9)

Medical coding and billing using ICD-9 (International Classification of Diseases, 9th Revision) was a foundational system widely used in healthcare before the transition to ICD-10. It played a crucial role in documenting medical diagnoses, procedures, and services for insurance reimbursement, healthcare analytics, and administrative purposes.

Key Features of ICD-9:

  • Classification System: Used numeric codes ranging from three to five digits to classify diseases, injuries, and other health conditions.
  • Basic Detail: Provided a general framework for coding medical conditions, offering less specificity compared to later revisions like ICD-10.
  • Historical Significance: Served as the standard for medical coding and billing for several decades, supporting healthcare documentation and financial transactions.

Importance in Healthcare:

  • Documentation: Facilitated the systematic recording of patient diagnoses and procedures, ensuring accurate medical records and continuity of care.
  • Reimbursement: Supported insurance reimbursement processes by providing standardized codes for healthcare services rendered.
  • Data Analysis: Enabled basic healthcare analytics, such as tracking disease prevalence, treatment outcomes, and resource utilization.
  • Legacy: Despite its transition to ICD-10, ICD-9 codes continue to play a role in historical data analysis and research within healthcare systems.

ICD-9 laid the groundwork for medical coding and billing practices, providing a structured approach to classifying and documenting healthcare services. Its successor, ICD-10, introduced greater specificity and detail, reflecting advancements in medical knowledge and healthcare practices.

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