Developing a Medical Coding Curriculum for Surgery Students by Resolving Inconsistencies among Physician and Student Records

Abstract

Proficiency in Medical Code (MC) is essential for operation. The research posited that primary surgery students possess insufficient trust in the MC and that introducing targeted didactics will enhance student trust and understanding. A medical curriculum was presented to significant surgery students encompassing the Global Procedure Phase (GPP), assessment and administration code, and Hospital Payments and Quality Measures (HPQM). A 20-item survey was created to evaluate student proficiency in coding skills. The effectiveness of the MC program was assessed by anonymized documentation-based Pre-assessment and Post-assessment questionnaires. Pre-assessment results (n = 60) indicated that students experienced discomfort with MC. After three MC classes, the post-assessment (n = 25) revealed substantial enhancements in student familiarity with MC (p < 0.002) and student achievement in the areas of GPP (p = 0.017), assessment and administration code (p < 0.002), and HQPM (p = 0.030). Families are apprehensive about the MC lacking proper schooling. This research advocates for a targeted curriculum to equip students for professional activity.