Making the Transition: Student to Employee
lisponceChapter 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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