• Frequently Asked Questions

    Q. What is this training?
    A. The training is an online ICD-10 training that can be done anywhere when it’s convenient for you.

    Q. How long is the training?
    A. It is broken down into 4 sections with 4 parts in each section. Each section is followed by 10 assessment questions for a total of 40 questions for section 1-4.

    Q. Is there a cost for this training?
    A. This training is free for those who qualify. Please contact your Delmar, Cengage Learning Sales Representative for more information.

    Q. What content is covered in the training?
    A. On-demand ICD-10 Training Presentation Outline/Objectives

    SECTION I: Transition from ICD-9-CM to ICD-10-CM/PCS (approximately 45 minutes)

    Part 1: Background  
    Objectives
    1.    Explain the timeline for Implementation of ICD-10-CM/PCS
    2.    Understand the impact of ICD-10-CM?PCS on the Healthcare Industry
    3.    Identify Resources for ICD-10-CM/PCS


    Part 2: Preparing for the Change
    Objectives
    1.  Develop a strategic plan for staff training needs for ICD-10-CM/PCS
    2.  Obtain training materials
    3. Develop a personalize training plan


    Part 3: General Equivalence Mappings
    Objectives
    1. Explain the purpose of General Equivalence Mappings
    2. Locate resources for the GEM
    3. Review ICD-9-CM and ICD-10-Cm Mappings

    Part 4: Classroom Transition
    Objectives
    1. Explain the Timeline for Implementation of ICD-10-CM/PCS into the Classroom
    2. Outline Classroom Activities

    Assessment Questions (10) for section I parts 1-4 (15-20 minutes)

    SECTION II: Comparing ICD-9- CM to ICD-10- CM and PCS (approximately 45 minutes)

    Part 1: Format
    Objectives
    1. Compare and Contrast the chapter format of ICD-9-CM to ICD-10-CM/PCS
    2. State the ICD-10-CM chapter titles for the first 14 chapters
    3. Explain the differences in ICD-9-CM and ICD-10-CM chapters

    Part 2: Format Continued
    Objectives
    1. Compare chapters found in ICD-9-CM to chapters in ICD-10-CM
    2. Compare ICD-9-CM to ICD-10-PCS

    Part 3: ICD-10-CM Coding Conventions
    Objectives
    1. Compare and Contrast Coding Conventions found in ICD-9-CM to ICD-10-CM
    2. Explain the use of Excludes 1 and Excludes 2 notes
    3. Explain the Use of the Point Dash Symbol

    Part 4: ICD-10-CM and ICD-10-PCS Coding Guidelines
    Objectives
    1. Discuss the Sections of the ICD-10-CM Guidelines
    2. Discuss the ICD-10-PCS Guidelines

    Assessment Questions (10) for section II parts 1-4 (15-20 minutes)

    SECTION III: Specific Disease Chapters (approximately 45 minutes)


    Part 1: Diseases of the Circulatory System
    Objectives
    1. Summarize the process for assigning codes for hypertension
    2. Outline the coding guidelines that apply to diseases of the circulatory system

    Part 2: Endocrine, Nutritional and Metabolic Diseases
    Objectives
    1. Explain the assignment of codes for diabetes
    2. Outline the coding guidelines that apply to diabetes

    Part 3: Injuries, Poisonings, and Certain Other Consequences of External Causes
    Objectives
    1. Discuss the concepts of laterality
    2. Explain the principles of multiple coding of injuries

    Part 4: Pregnancy, Childbirth and the Puerperium
    Objectives
    1. Summarize the fifth and sixth characters that are used for pregnancy codes
    2. List the codes that classify specific encounters

    Assessment Questions (10) for section III parts 1-4  (15-20 minutes)

    SECTION IV: ICD-10- PCS Procedure Classification System (approximately 45 minutes)


    Part 1: Organization of PCS
    Objectives
    1. Describe the arrangement of the PCS Alphabetic Index
    2. Describe Sections 1 to 8 of PCS

    Part 2: Organization of PCS Continued
    Objectives
    1. Describe Section 9 to 16 of PCS
    2. Identify the PCS character organization

    Part 3: Root Operations
    Objectives
    1. List the Root Operations That Take Out or Eliminate Some or All of a Body Part
    2. List the Root Operations That Put in/Put Back or Move Some/All of a Body Part
    3. List the Root Operations That Take Out or Eliminate Solid Matter, Fluids or Gases From a Body Part
    4. List the Root Operations That Involve Only Examination of Body Parts and Regions   

    Part 4: Root Operations Continued
    1. List the Root Operations That Alter the Diameter/Route of a Tubular Body Part
    2. List the Root Operations That Always Involve Devices
    3. List the Root Operations That Involve Cutting and Separation Only
    4. List the Root Operations the Involve Other Repairs
    5. List the Root Operations that Involve Procedures with Other Objectives

    Assessment Questions (10) for section IV parts 1-4 (15-20 minutes)


    Q. How do I receive CEU’s from AAPC?
    A. You must complete all sections and answer the 10 assessment questions at the end of each section (40 questions total – no partial credit will be offered).
    The AAPC requires a 70% pass rate. If you receive a 70% pass rate you will receive an AAPC certificate awarding 3 CEU credits from Cengage Learning via email within 2 weeks.

    Q. Can I get CEU’s from other associations?
    A. No, we’re sorry. We can only offer CEU’s from AAPC at this time.

    Q. Who is MaryJo Bowie and what are her credentials?
    A. Mary Jo Bowie is a consultant and owner, Health Information Professional
    Services, Binghamton, New York, and instructor, health information
    technology program, Broome Community College, Binghamton, New York.
    She is also an active member, American Health Information Management
    Association, and state and local affiliates. New York State Health Information
    Management Association: education director and board of directors,
    1989–1991; Ambulatory Care Coding Guidelines (ACGC) Committee,
    1995–2001; chairperson, ACGC Committee, 1993–1995. American
    Health Information Management Association: nominee for New York State for
    National Award for Literary Contribution to Profession, 1993 and 1994.