Making the Transition: Student to Employee

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Chapter46MakingthetranstionStudenttoEmployee.ppt

Chapter XX:

Chapter Title

Chapter 46:

Making the Transition: Student

to Employee

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Learning Outcomes

Cognitive Domain

Note: AAMA/CAAHEP 2015 Standards are italicized.

1. Spell and define the key terms

2. Explain the purpose of the practicum experience

3. Understand the importance of the evaluation process

4. List your professional responsibilities during your practicum

5. List personal and professional attributes necessary to ensure a successful practicum

6. Determine your best career direction based on your skills and strengths

7. Identify the steps necessary to apply for the right position and be able to accomplish those steps

*

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Learning Outcomes (cont’d.)

8. Draft an appropriate cover letter

9. List the steps and guidelines in completing an employment application

10. List guidelines for an effective interview that will lead to employment

11. Identify the steps that you need to take to ensure proper career advancement

12. Explain the process for recertification of a medical assisting credential

13. Describe the importance of membership in a professional organization

14. Recognize elements of fundamental writing skills

15. List and discuss legal and illegal interview questions

16. Discuss all levels of governmental legislation and regulation as they apply to medical assisting practice

*

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Learning Outcomes (cont’d.)

Psychomotor Domain

Note: AAMA/CAAHEP 2015 Standards are italicized.

1. Write a résumé to properly communicate skills and strengths (Procedure 46-1)

2. Compose professional correspondence utilizing electronic technology (Procedure 46-1)

*

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Learning Outcomes (cont’d.)

Affective Domain

Note: AAMA/CAAHEP 2015 Standards are italicized.

1. Apply local, state, and federal health care legislation

2. Recognize the impacts of personal ethics and morals have on the delivery of health care

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Learning Outcomes (cont’d.)

ABHES Competencies

1. Comply with federal, state, and local health laws and regulations

2. Perform fundamental writing skills including correct grammar, spelling, and formatting techniques when writing prescriptions, documenting medical records, etc.

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Introduction

Graduation from a medical assisting program is an important milestone in your life. A practicum or externship is your first opportunity to use your knowledge in a clinical setting.

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Practicum

Training program in clinical setting:

Work in medical office under supervision of preceptor

Preceptor = supervisor, usually graduate medical assistant

May be course requirement:

Length and schedule depend on school’s curriculum and medical site

Most range from 160 to 240 hours per semester

Unpaid—receive curriculum credit

Opportunity to discover interest in clinical practices or specialties

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This is the opportunity for you to perform and perfect the skills that you

have learned during the academic portion of your program.

practicum: an educational course that allows the student to obtain hands-on experience; also referred to as externship

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Practicum (cont’d.)

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By working side by side with practicing allied health professionals, you will prepare for the real world in your extern site.

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Practicum (cont’d.)

Types of Facilities

General or family practice gives the broadest scope of experience

Specialty practicums provide detailed experience that might not be possible in general practice

Practicum Sites

Ideally provides both administrative and clinical experiences

Your school is careful to choose practicum sites with preceptors who are willing to work with you and help you feel comfortable in the medical setting

preceptor: a teacher; one who gives direction, as in a technical

matter

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Checkpoint Question

What is the role of the supervisor?

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Checkpoint Answer

The practicum supervisor acts as the instructor in the clinical site, providing supervision and technical direction to medical assisting students.

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Practicum (cont’d.)

Practicum Benefits

Benefits to the Student

Experience

Self-confidence

Broaden knowledge

Benefits to the Medical Assisting Program

Relationship with medical community to provide ongoing practicum to students in program

Medical assisting programs also rely on the medical profession to aid in updating and revising the curriculum and course content to ensure that the methods and procedures presented to the students from year to year are current.

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Practicum (cont’d.)

Benefits to the Practicum Site

Feedback about how different parts of facility run

Items added or deleted to policy and procedure manuals

Questions from students may help point out things that should be changed or clarified

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Practicum (cont’d.)

Practicum Responsibilities

Responsibilities of the Student

Be on time

Do not take excessive breaks

Follow through on assignments

Be positive, pleasant, confident

Keep journal listing the events of each day at practicum site

Keep record of time spent

Be well-groomed

Be dependable and professional

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You must act in a professional manner.

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Checkpoint Question

List three responsibilities that you have during your practicum.

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Checkpoint Answer

You must be:

Dependable

Professional

Well groomed

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Practicum (cont’d.)

Responsibilities of the Medical Assisting Program

Arrange for best possible experience for students

Regular monitoring by clinical coordinator

Site evaluations

Maintaining liability insurance

Vaccinations and physical examinations

Responsibilities of the Practicum Site

Provide training opportunities

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Practicum (cont’d.)

Guidelines for a Successful Practicum

Your success depends on:

Procedural performance

Preparedness

Attendance

Appearance

Attitude

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Practicum (cont’d.)

Procedural Performance

Perform at level of beginning medical assistant

Preparedness

Make sure in advance that you have prepared:

Reliable transportation

Reliable day care services

Backup systems for a sick child, snow cancellations of school, or early dismissals from school

Financial coverage and support for any hours that you are unable to work at your usual job because of your extern site hours

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You will be judged on your ability to measure up to the standard of care for an entry-level medical assistant.

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Practicum (cont’d.)

Attendance

Attend all sessions

Be on time

Be healthy, well rested

Appearance

Clean and well-groomed appearance inspires trust

Keep uniform laundered and shoes clean

Conservative hair and makeup

Fingernails short, natural

Minimal, tasteful jewelry

No perfume or cologne

Remove body piercings and cover tattoos

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Practicum (cont’d.)

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If at any time you will be late or will not be able to attend the site for any reason, you must notify both the practicum coordinator and the site supervisor.

You have only one opportunity to make a first impression, which is usually based on appearance.

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Checkpoint Question

Describe the proper attire for your practicum.

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Checkpoint Answer

The proper attire includes a freshly laundered uniform, clean shoes, neatly groomed hair, short fingernails, limited makeup, jewelry kept to a minimum, no perfumes or cologne, no body piercings, and tattoos covered.

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Practicum (cont’d.)

Attitude

Positive and eager

Flexible

Be ready to learn new and different ways to do procedures

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Attitude is determined by how well you handle change and direction and how adaptable and flexible you are during difficult assignments.

Your attitude determines your altitude.

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Practicum (cont’d.)

Practicum Documentation

Most programs use time sheet to document hours

Breaks/lunches depend on program

Used to validate time in practicum and requirement for completion

Journal required by many programs

Provide proof that tasks are performed

Student lists each days activities—reviewed by coordinator

Checklist serves as further documentation

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Practicum (cont’d.)

Site supervisor actually assigns grade using criteria provided by college

Site evaluations performed by student

Used to improve performance and services offered to students

Should be fair and objective

Sample available at American Association of Medical Assistants’ (AAMA’s) Web site

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Take these evaluations seriously and be honest.

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Practicum (cont’d.)

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Sample extern time sheet.

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Practicum (cont’d.)

Practicum Documentation

Supervisor or office manager will evaluate you on completed form that contains detailed areas to be graded

Equivalent to grades

Most schools use a site evaluation form to gather impression of the program’s extern sites and student’s overall impression of experience

When completing site evaluation consider these questions

Was overall experience positive or negative

Were opportunities for leaning abundant and freely offered or hard to obtain

Were staff personnel open and caring or unwelcoming

Was the supervisor available and easily approachable or preoccupied and distant?

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Practicum (cont’d.)

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Sample site evaluation form.

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Practicum (cont’d.)

Graduate Surveys

Will be asked to evaluate experience at the college in general

Coursework and practicum

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This is an integral part of the quality improvement and planning processes of educational institutions.

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Practicum (cont’d.)

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Sample graduate survey.

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Practicum (cont’d.)

Employer Surveys

College will survey your employer after you have been on the job for a while

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Your performance is not only a reflection of you but also of your medical assisting program and the college you attended.

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Practicum (cont’d.)

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Sample employer evaluation.

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Checkpoint Question

What is the purpose of having students evaluate their practicum experience?

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Checkpoint Answer

A student evaluation helps determine the effectiveness of the site for training and whether any issues should be addressed before assigning other students.

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Establish the Job for You

Practicum helps define interests and strengths

First step in getting job — decide what you need and want from job

Setting Employment Goals

Set specific goals:

Write down ideal job

Identify strengths and weaknesses

The job you want

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The best way to set a goal and eventually get what you want is to study your strengths and weaknesses and, from that self-knowledge, design the best job for you.

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Establish the Job for You (cont’d.)

Address the following factors:

Specialty area

Clinical or administrative

Type of employer and supervisor

Other employees and coworkers

Type of facility

Desired atmosphere — casual or formal

Ideal hours

Flextime availability

Learn to sell yourself to get the job you want

Where do you want to be in 5 years?

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Establish the Job for You (cont’d.)

Self-Analysis

Make honest list of strengths and weaknesses

Strengths — opportunity to sell yourself

Weaknesses — opportunity to improve

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Recognize and work to resolve your weaknesses.

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Checkpoint Question

What is the purpose of self-analysis?

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Checkpoint Answer

A self-analysis helps you identify your strengths and weaknesses.

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Finding the Right Job

Most positions are not advertised in newspapers or other media

Networking:

Build group of contacts throughout educational and practicum phase

Everyone should know you’re looking for position

Traditional sources of job listings:

Government employment offices

Exist to help unemployed

Make appointment to visit

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Networking: a system of personal and professional relationships through which to share information

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Finding the Right Job (cont’d.)

School placement office

Exist to help students

Medical facilities

Do not wait for advertisements

Private agencies

Many medical facilities use service to solicit qualified applicants

Temporary services

Fill short-term vacancies in medical offices

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Checkpoint Question

List four resources that you may use to identify potential job opportunities.

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Checkpoint Answer

Sources of job information include:

Government employment offices

Your school placement office

Medical facilities

Private agencies

Temporary services

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Applying for the Job

Answering Employment Advertisements

Meet exact requirements—reflects ability to follow directions

Preparing Your Résumé

Access numerous available resources for guidance

Guidelines to capture reviewers interest:

Evaluate skills goals

One page only—include name, address, telephone

Be prepared for calls from prospective employers

Education

Affiliations or volunteer work

Experience

References: 3 to 5 people; ask their permissions

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The résumé is a flash picture of yourself; if it is neat and professional, the reviewer will presume that it is a reflection of you.

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Applying for the Job (cont’d.)

Guidelines:

Evaluate skills, goals, what have to offer

Confine to one page

Include key contact information

Education

Affiliations or volunteer work (if appropriate)

Experience

Functional

Chronological

References (ask permission)

Do not include hobbies or personal interests unrelated to work

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Resume: document summarizing individual’s work experience or professional qualifications

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Applying for the Job (cont’d.)

Use action words

Center on white or off-white heavy bond or high rag content paper

Use regular type

Have someone proofread your work

Mail resume in an 8.5 x 11-inch manila envelope

Many employers now allow applicants to send their resumes as e-mail attachment

Be honest

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Applying for the Job (cont’d.)

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Sample functional résumé.

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Applying for the Job (cont’d.)

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Sample chronological résumé.

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Applying for the Job (cont’d.)

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Checkpoint Question

What is the difference between a functional résumé and a chronological résumé?

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Checkpoint Answer

A functional résumé stresses skills and qualifications rather than employment history.

A chronological résumé lists positions held, starting with the most recent and working backward.

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Applying for the Job (cont’d.)

Preparing Your Cover Letter

Introduces you and highlights how your skills fit with job description and facility

Want to impress reader

Should mention job itself in letter

Mention something favorable about the facility

Do not mention person you know at facility by name unless you have secured his or her permission

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Keep your cover letter brief and meaningful.

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Applying for the Job (cont’d.)

Double check spelling—address letter to right person

Should include three paragraphs:

State position for which you are applying

Stress skills—do not be redundant (remember, résumé is attached)

Request an interview

Note that e-mail communication may eliminate need for cover letter—same information should be communicated in e-mail message

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Applying for the Job (cont’d.)

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Completing an Employment Application

Many facilities rely more on application form than on résumé:

Read thoroughly before beginning

Follow instructions exactly

Answer every question

Wages requested — answer “negotiable”

Reasons for leaving previous position — be positive

Type, or print legibly, being as neat as possible

Use black or blue pen

Attach résumé if appropriate

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The Interview

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Practice interviewing skills

Good interview usually gets the job—employer must believe you possess necessary skills:

Technical skills

Confidentiality—vital in medicine

Human relations skills

Communications skills

The résumé introduces you to potential employers, but the interview is how you “sell” yourself to them.

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The Interview (cont’d.)

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Ahead of time:

Learn as much as possible about facility

Anticipate possible questions you might be asked

Think of questions you might have and write them down

Refresh memory about specialty

Assemble portfolio

The interviewer knows that whatever you display in the interview will also be displayed to the patients.

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The Interview (cont’d.)

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Preparing for the Interview

Find out all you can about the facility

Dress appropriately

Be well-groomed

Arrive on time or early

Do not smoke beforehand

Arrive alone

Shake interviewer’s hand

Sit only when invited to

Suppress nervous habits

Use good posture

Make eye contact

Dress and act professionally for the interview.

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The Interview (cont’d.)

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Completing a Portfolio

Contains items that will verify your skills:

Procedure check-off sheets

“Work product”:

Assignments from the study guide

Other graded work from instructors (e.g., CMS-1500 from coding class)

Certificates of completion:

HIPAA

Universal precautions

Bloodborne pathogens

portfolio: a portable case containing documents

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The Interview (cont’d.)

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Documentation from outside resources:

Use of a fire extinguisher from the fire department

Aging sensitivity training from an agency on aging

Current cardiopulmonary resuscitation certification

Letters of recommendation

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The Interview (cont’d.)

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Crucial Interview Questions

Interviewer is looking for the following information about you — when answering questions, keep in mind

Do you have necessary skills?

Do you have necessary drive, energy, commitment?

Will you work well with the rest of the team?

Many interviewers use prepared list of questions

Being prepared with answers will reflect well on you

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The Interview (cont’d.)

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The Interview (cont’d.)

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Questions you can ask — will show your interest:

Responsibilities of position

Why is current employee leaving? (if not personal)

Advancement opportunities

Training or probation period

Continuing education

Evaluation process

Benefits package

Avoid asking about time off or vacation

End of interview:

Thank interviewer and shake hands

Ask about time frame for decision

Ask if you can call again to answer any further questions

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The Interview (cont’d.)

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Follow-Up

Write thank-you letter

Call several days after interview to add information or answer questions

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The Interview (cont’d.)

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Sample thank you letter.

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Checkpoint Question

What are the three basic questions in every interviewer’s mind?

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Checkpoint Answer

The three basic questions in every interviewer’s mind are:

Do you have the skills I need?

Do you have the drive, energy, and commitment to get the job done?

Will you work well with the rest of the team?

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Leaving a Job

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Certain elements are important in decisions to seek other positions or stay:

Salary

Sense of achievement

Recognition

Opportunities for growth and advancement

Harmonious peer group relationships

A good working relationship with supervisors

Status

Job security

Comfortable working conditions

Fair company policies

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Leaving a Job (cont’d.)

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Leaving position:

Give adequate notice

Write positive resignation letter

Be positive in exit interview

Clean and empty locker or desk

Return pager, keys, and other equipment assigned to you

Finish all duties

Tie up all loose ends

Alert supervisor to unfinished business

Ask for letter of reference

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Be a Lifelong Learner

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Stay abreast of new technologies, procedures and legal issues

Recertification

Must keep credential current

AAMA recertification mandatory

CMA must retake examination or complete 60 hours of continuing education units

CMA must recertify by end of month of his or her birthday 5 years after last day of certification

RMAS must renew yearly by renewing membership in American Medical Technologist

If membership lapses for more than 1 calendar year—RMA must begin process of recertification

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Be a Lifelong Learner (cont’d.)

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Both groups offer education seminars and products—visit their Web sites

To prepare for process of recertifying:

Maintain file with information about all educational sessions

Keep brochure of event with:

Topic

Hours of session

Learning objectives

Outline of program

Proof of attendance

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Be a Lifelong Learner (cont’d.)

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Professionalism

Key quality sought by employers

One sign of professionalism/ seriousness of purpose is membership in your professional organization

Benefits of membership invaluable to you and your future

Keeps you abreast of changes and issues facing profession

If student member, continue as an active members

Many employers will pay dues and other expressed for professional activities

Information can be found at their Web sites

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Checkpoint Question

What is the policy of the AAMA regarding recertification of the CMA credential?

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Checkpoint Answer

The recertification of the AAMA’s medical assisting credential, CMA, is mandatory. You must recertify every 5 years to remain current.

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