The ICD is currently the most widely used statistical classification system for diseases in the world. ICD-9-CM is an adaption created by the U.S. National Center for Health Statistics (NCHS) and used in assigning diagnostic and procedure codes associated with inpatient, outpatient, and physician office utilization in the United States. The ICD-9-CM is based on the ICD-9 but provides for additional morbidity detail.
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The ICD is currently the most widely used statistical classification system for diseases in the world. ICD-9-CM is an adaption created by the U.S. National Center for Health Statistics (NCHS) and used in assigning diagnostic and procedure codes associated with inpatient, outpatient, and physician office utilization in the United States. The ICD-9-CM is based on the ICD-9, but provides for additional morbidity detail.
The International Classification of Diseases Clinical Modification, 9th Revision (ICD-9 CM) is a list of codes intended for the classification of diseases and a wide variety of signs, symptoms, abnormal findings, complaints, social circumstances, and external causes of injury or disease. The numerical format of the diagnosis codes usually ranges from three to five digits that are assigned to a unique category.
The International Classification of Diseases (ICD) is the oldest method of tracking diseases and mortality in the world. It was first developed in Europe, and several versions have evolved over the years. The first edition, known as the International List of Causes of Death, was adopted by the International Statistical Institute in 1893. The current version used in the United States was established by the World Health Organization (WHO) and has seen regular modifications. ICD-9-CM (Clinically Modified) was adopted in United States in 1979. The code set is updated at least once a year, based on the input of providers, payers, and other key stakeholders.
Medical billers and medical coders need to have a solid understanding of the International Classification of Diseases-9th Edition-Clinical Modification (ICD-9-CM). ICD-9-CM is divided into three volumes, the first two of which are composed of diagnosis codes, while the third volume contains a list of available procedure codes.
Inpatient medical coders and medical billers use the third volume to describe medically necessary services that are provided in the hospital setting. All medical coders and billers rely on Volumes 1 and 2 to support the medical necessity of billed healthcare claims.
ICD-9-CM is updated annually as new codes are added to keep current with the current language of medicine, old codes are eliminated that are found to no longer accurately describe current understanding of conditions, and code definitions are modified to provide a more accurate picture of a patient’s state of health.
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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.
