Using faculty development to solve a problem of evaluation and management coding: a case study.

Compliance with billing and coding rules put forth by the Health Care Finance Administration (HCFA) is a challenge for practicing physicians, including those in academic settings. The authors, members of the academic practice at Wayne State University School of Medicine, Department of Family Medicine, designed and delivered a comprehensive curriculum as part of the practice's faculty development initiative surrounding the coding challenge. The authors defined outcomes expected on the way to achieving 100% compliance with HCFA's guidelines. Their curriculum covered topics of coding theory, chart auditing for coding, team building, effective meetings, and structured problem solving. The curriculum was delivered from January to May 1998. Chart audits of 251 charts (office notes) from before the intervention and 263 charts from after the intervention were performed to evaluate differences in coding accuracy. Errors were significantly reduced. The total error rate dropped from 50.2% to 31.1% (p < .05). Overcoding errors were reduced by one third (29.1% versus 19.7%), while undercoding errors were reduced by half (16.3% versus 8.4%). Other errors fell from 4.7% to 3%. The approach of defining and developing work teams and then using standard quality improvement tools may be an effective way to improve compliance with HCFA billing and coding rules. In addition, faculty development can be incorporated into the process of solving a problem that faces a faculty.

The selection and training of volunteers for a rural, home-based hospice program.

Volunteers are essential to smaller hospice care programs. These volunteers must be selected and trained to provide these services. The training program has several goals: content acquisition, experimental learning, mutual screening and selection, team building, and public relations. Selection processes avoid persons who have rigid beliefs, unresolved grief, or negative personalities as well as those who talk too much. The training uses many teaching methods to emphasize hospice philosophy, team building, communication skills, death awareness, empathy skills, basic nursing skills, impact of death on family, cancer information, pain control, and physician-care factors. Concrete examples of how each of these themes is accomplished are included in the paper. This program has worked well in preparing a group of volunteers for a rural, home-based hospice program in northern Michigan and represents one example of an effective approach.

Ambulatory family practice experience as the primary and integrating clinical concept in a four-year undergraduate curriculum.

The Upper Peninsula Medical Education Program seeks to graduate primary care physicians who will practice in rural, underserved areas. The program has a unique curriculum that involves four years away from Michigan State University's main campus and is based on ambulatory outpatient experience in a family practice model office. All basic and clinical sciences are learned in this setting. Novel ways of organizing faculty and student time help facilitate this plan. A thorough evaluation system helps monitor student progress. Preliminary results are promising indications that the program is meeting its goals.