Jeff SteeleEDUC 533Dr. Pyatt

Ophthalmic Business Management:

Instructional Design Package

DescriptionOphthalmic 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 provideentry-level skills in the fields of optometry, ophthalmology, oropticianry

RationaleThe 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The book the course was designed around is obsolete and no longer in print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

Model: ASSUREAnalyze 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

Rationale for ASSURE: Incorporates Gagne’s, “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)

Instructional GoalsCourse 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.

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

Subordinate Skills & Entry Behaviors AnalysisStudents will need sufficient understanding of technician

duties in order to understand the technician’s 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 skillsStudents 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

Learner and Context AnalysisLike 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

backgroundsStudents come from diverse socio-economic

backgroundsEach student brings their own unique work and life

experiences to the classroom settingStudents 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

Learning Environment1. 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

Performance ObjectivesStudents 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

Assessment InstrumentsIn the classroom setting: QuizzesGroup discussions and presentationWorksheets for various activities (example:

reconciling a bank statement or preparing a bank deposit) 

In the clinical setting: Daily journalObserver checklist and evaluation sheetInstructor questioning on site visitsFlow chart

Instructional NeedsNew 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 field’s

needs?Creation of new lesson plans, lectures, and assessments in

accordance with the above

Non-Instructional NeedsSecure those new technologies:

VCT budget allocationsField donations

MonetaryHardware/software

Funding for teacher trainingTime to collaborate with adjunct facultyFunding for supplemental reading

material/activities

Formative EvaluationsAs 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 learnersSmall group evaluationsField Trials

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

Small Group EvaluationsCriteria 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

Field TestingLocation: 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

Summative EvaluationsAs 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.

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 program’s 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.