Jeff Steele EDUC 533 Dr. Pyatt Ophthalmic Business Management:
Instructional Design Package
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Description Ophthalmic Business Management is a course in the
Vision Care Technology (VCT) program at Spokane Community College
The VCT program was created in 1976 and is only 1 of 3 programs of
its kind in the entire US! The course is designed to provide
entry-level skills in the fields of optometry, ophthalmology, or
opticianry
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Rationale The class has not been revised in over a decade! The
computer program model (dos-based) being taught is virtually
obsolete in the modern world The book the course was designed
around is obsolete and no longer in print Students are unprepared
when they go to clinical rotations or secure jobs in the field
after graduation, based on feedback from office managers and human
resource managers in the field
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Model: ASSURE Analyze learners: (VCT students vary in all ages
and socio- economic backgrounds. All, however, will have completed
2 successful quarters) State objectives: (Objectives will be
provided at the beginning of each PowerPoint presentation) Select
instructional methods, media, and materials: (PowerPoint, videos,
games, worksheets, and discussion) Utilize media and materials
Require learner participation: (Classroom environment will be
interactive- combining lecture participation and group
participation) Evaluate and revise
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Rationale for ASSURE: Incorporates Gagnes, Events of
instruction to assure effective use of media instruction: (1)
Gaining attention (reception) (Class general begins w/ a thought of
the day, in which a quote or passage is given that the students
will write down their thoughts to share them with the class) (2)
Informing learners of the objective (expectancy) (Objectives are
given at the front of every presentation) (3) Stimulating recall of
prior learning (retrieval) (A review of previously learned
material, applicable to current lesson) (4) Presenting the stimulus
(selective perception) (Give definitions necessary to proceed w/
presentation) (5) Providing learning guidance (semantic encoding)
(Provide examples/demonstrations) (6) Eliciting performance
(responding) (Students to provide real-world examples applicable to
presentation topic) (7) Providing feedback (reinforcement) (Address
student examples as correct or incorrect) (8) Assessing performance
(retrieval) (Provide a score (quiz) and remediation) (9) Enhancing
retention and transfer (generalization). (Students to develop their
own management model/plan)
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Instructional Goals Course Description: This course covers
public relations duties, patient handling and control, patient
scheduling, telephone and mail procedures, professional grooming
and complete optometric financial systems. A basic knowledge of the
hiring process, including resumes, cover letters and interviews,
will also be explored. Rationale: This course gives not only
general procedures that can be applied to any office, but also
gives special optometric office organization procedures. All
clinical sites require students to have basic office procedure
skills to serve patients in the reception area, on the telephone,
and to keep a smooth patient flow throughout the office.
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Course Objectives Upon completion of this course, the student
will be able to: Identify professional characteristics of a
technician, including appearance and the handling of patient
records as a manager. Demonstrate the use of a number of
appointment systems and compare their efficiencies List the
housekeeping jobs necessary to run an ophthalmic office Describe
what communication is necessary in the office List the steps in
opening and closing an office Know the steps in preparing a bank
deposit and reconcile a bank statement Know how to tactfully and
professional handle telephone communication, including emergencies
Process and organize in-going and out-going mail Explain purpose of
staff meetings Understand basic accounts receivable and accounts
payable procedures Discuss fees and collection options Explain the
importance of organizing and maintaining an inventory system
Demonstrate computer proficiency, as it relates to the ophthalmic
office Understand the relationship between the optometric office
and the insurance carrier Understand the ways to increase
efficiency and profit in an optometric office, including wave
scheduling and patient recall Discuss the importance and purpose of
the office brochure Discuss professional ethics Understand the
basics of the resume, cover letter and interview
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Subordinate Skills & Entry Behaviors Analysis Students will
need sufficient understanding of technician duties in order to
understand the technicians role in front office management Students
will need discipline necessary to keep a detailed daily journal of
their clinical experiences Students will need to be familiar with
HIPPA regulations (patient privacy rules) Students will need both
research and presentation skills Students will need a high level of
intrapersonal skills, as they will be working with both staff and
patients in a office setting during business hours Students will
need to be both self-motivated and self-disciplined, as they
instructor will not be with them at all times when in the clinical
setting
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Learner and Context Analysis Like many community colleges, SCC
(and the VCT program) has a very diverse student base: Students
range in age from 18-60+ Students come from different ethnic, and
cultural backgrounds Students come from diverse socio-economic
backgrounds Each student brings their own unique work and life
experiences to the classroom setting Students will have to
understand that each office is unique and front office management
will have to be adapted to fit the needs of the office and the
personnel available
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Learning Environment 1. Classes will be taught by Vision Care
Technology instructor and, if possible, guest lecturers from the
field (such as front office staff or office manager) 2. Lessons
will be integrated into other classes and lesson plans, where
applicable, such as recording patient information and case
histories (i.e. how to enter them into the software and manage
their files, etc.) 3. Lesson plan will be taught in a traditional
classroom setting and in the computer lab, where each student has
access to their own computer station. In addition, demonstrations
will be provided in a traditional classroom setting, where data
entry is applicable to that particular lesson 4. Field
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Performance Objectives Students will demonstrate, in a clinical
environment, skills and knowledge necessary to front office
management These skills will be demonstrated in work sheet and
role- playing simulations prior to attending clinical rotations
Based on their clinical experiences, students will develop their
own front office management philosophy (via a written report) and
share it with the class
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Assessment Instruments In the classroom setting: Quizzes Group
discussions and presentation Worksheets for various activities
(example: reconciling a bank statement or preparing a bank deposit)
In the clinical setting: Daily journal Observer checklist and
evaluation sheet Instructor questioning on site visits Flow
chart
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Instructional Needs New technologies must be identified (via
site visits, advisory board recommendations, questionnaires,
clinical feedback, and discussions with doctors, technicians,
office managers, and students): What are the windows-based programs
currently being used in the field to manage patients and medical
data? What are the common job descriptions for front office
personnel? What are current bookkeeping techniques and the tools
used to manage them? What are the current insurance and billing
techniques and parameters? How is patient information (i.e. patient
file) being managed? What literature is available that is most
relevant to this fields needs? Creation of new lesson plans,
lectures, and assessments in accordance with the above
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Non-Instructional Needs Secure those new technologies: VCT
budget allocations Field donations Monetary Hardware/software
Funding for teacher training Time to collaborate with adjunct
faculty Funding for supplemental reading material/activities
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Formative Evaluations As formative evaluation views the
curriculum as a work in progress, the Ophthalmic Business course in
the VCT program will be assessed in the following manners:
One-to-one evaluations with learners Small group evaluations Field
Trials
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One-on-one Criteria: The participants must possess a basic
knowledge of front office management, as determined by maintaining
a minimum grade of 2.0, or 78% in the course Selecting learners:
All participants enrolled in the program will participate in the
class quizzes Data collection: Weekly quizzes will be looked at
individually as well as in the form of a class average Procedures:
Classes will begin w/ a pre-assessment exercise, usually in the
form of a group discussion or brainstorming session, followed by a
lecture, demonstration (if applicable) and finally a short
assessment Assessments and questionnaires: Given weekly or when a
new topic is introduced. Data interpretation: Based on
pre-assessments, group discussions, role-playing exercises, and
quizzes, instructor can gauge to see if the level and pace are
adequate Outcomes: Students should be able to perform tasks (either
demonstrated in the field or in role-playing exercises) and meet
the minimum 78% (cumulative) on their assessments
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Small Group Evaluations Criteria and data: The participants
must demonstrate comprehension of tasks by participating in
role-playing and class discussion exercises Selecting learners: All
students enrolled in the VCT program will be required to
participate in role-playing exercises, class discussions, and
brainstorming sessions Procedures: Classes will begin w/ a
pre-assessment exercise, usually in the form of a questionnaire,
class discussion, or brainstorming exercise Assessments and
questionnaires: Pre-assessment questionnaires and role-playing
exercises Data summary and Analysis: Based on instructor
observation of class discussions, role-playing exercises, and
brainstorming sessions Outcomes: Students should show proficiency
and knowledge through group participation exercises, as observed by
the instructor
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Field Testing Location: Students will be required to perform in
the field, as determined by the instructor, for a 6 week period.
The clinical rotations are a requirement for this course, as well
as the VCT program as a whole Criteria and Data: Students will
participate in the daily operations of an optometric or ophthalmic
office, under supervision of instructor and/or field supervisor.
Selecting Learners: All students will experience 6 weeks of field
work Procedures: Daily office management duties, as determined by
the individual clinic site Data summary and interpretation: Student
performance will be assessed by both the instructor, and the
clinical site personnel, as tasks are attempted Outcomes: Students
should show entry-level proficiencies in a variety of front office
management tasks
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Summative Evaluations As the nature of the course is to provide
students with the knowledge and experience necessary for
entry-level front office management, field trials are the most
effective way to evaluate the effectiveness of the course.
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Field Trial Phase Field trials will be used as summative
assessments for both individual student performance, as well as the
Ophthalmic Business class as a whole. Planning: Clinical rotations
in a variety of vision care offices, will allow both students and
the course to be assessed by independent parties. Preparing: Class
role-playing exercise, designed to simulate real-world situations,
will be used to prepare students. Implementation/Data collection
and analysis: A clinical assessment form will accompany each
student to each field site. The form will provide the site with
areas/skills that students should be proficient in and allow them
to make a summative evaluation after-the-fact, based on their time
in that clinic. Those individual forms, collectively used, will
also provide the instructor with an overall assessment of the
program. In addition, a survey will be sent to each site that will
ask them to assess the programs effectiveness by assessing the
students that have visited that site as a whole. Reporting
Findings: Results of individual performances (both in class and in
the field), as well as the field surveys, will be presented to the
advisory board and accreditation body to assess if any curriculum
revisions will be necessary.