Identifying competencies

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  • Chapter 1 - The profession of medical assistant. After reading the material in this chapter, you should be able to: Describe the job responsibilities of a medical assistant, discuss the professional training of a medical assistant, identify the personal characteristics a medical assistant needs,...

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  • Chapter 4 - Communication with patients, families, and coworkers. After studying this chapter you will be able to understand: Identify elements of the communication circle, give examples of positive and negative communication, list ways to improve listening and interpersonal skills, explain the difference between assertiveness and aggressiveness,...

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  • Chapter 6 - Using computers in the office. After studying this chapter you will be able to understand: List and describe common types of computers, identify computer hardware and software components and explain functions of each, describe the types of computer software commonly used in the medical office, discuss how to select computer equipment for the medical office,...

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  • Chapter 7 - Managing correspondences and mail. After studying this chapter you will be able to understand: List the supplies necessary for creating and mailing professional-looking correspondence, identify the types of correspondence used in medical office communications, describe the parts of a letter and the different letter and punctuation styles,...

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  • Chapter 9 - Maintaining patient records. After studying this chapter you will be able to understand: Explain the purpose of compiling patient medical records, describe the contents of patient record forms, describe how to create and maintain a patient record, identify and describe common approaches to documenting information in medical records,...

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  • Chapter 11 - Telephone techniques. In this chapter, you will learn key terms associated with telephone techniques. After completing this chapter, you will understand which calls may be handled by the medical assistant and which require the physician's attention. This chapter helps you identify which calls are considered emergencies and how to properly route these calls. You will learn how to effectively handle difficult telephone situations or complaints and how to properly document messages taken.

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  • Chapter 12 - Scheduling appointments and maintaining the physician’s schedule. In this chapter you will learn to identify the different types of scheduling systems, how each is used, and which type of practice each system would work best in. You will also learn how to handle many types of scheduling situations within the office, including patient appointments, emergencies, pharmaceutical representatives, and the scheduling of outside appointments with other medical facilities.

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  • Chapter 16 - Medical coding. After completing chapter 16, you will be able to: Explain the purpose and format of the ICD volumes that are used by medical, describe how to analyze diagnoses and locate correct codes using the ICD, identify the purpose and format of the CPT, name three key factors that determine the level of Evaluation and Management codes that are selected,...

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  • Chapter 46 - Introduction to microbiology. This chapter addresses the different life forms of microorganisms and how they may be identified; it also teaches you the proper collection technique for common types of specimens. You will learn about the processes involved in identifying microorganisms, the types of culture media used for these processes, how antimicrobial testing is done, and how quality control fits into ensuring reliable patient results.

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  • The curriculum vitae, commonly referred to as a CV, Vita, or Vitae, is a detailed biographical deion of one’s educational and work background. It differs from a résumé, a one-page deion of one’s work experience and educational background not only in length but also in detail. The origin of the term curriculum vitae is Latin and means “the course of one’s life or career.” As such, a CV includes detailed information regarding one’s academic coursework, professional experience, publications, and so on......

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  • TLC at Work presents a practical approach for developing workplace competencies. It is designed as a resource for trainers, leaders, coaches, and human resources professionals, and for people who recognize a need to build their performance at work. You can use this book to define, describe, and clarify specific areas of performance key to workplace success. You will learn an effective process for assessing performance gaps and facilitating development in others or in yourself.

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  • The extended use of networking and the availability of multimedia processing and sharing applications have clearly gained momentum in the informationised society where Interactive Multimedia theories, technologies, applications and systems stage the principal role, as they furnish users with the necessary communication tools. In that respect, multimedia-enabled devices and tablet computers support fully featured interactive multimedia applications and cover wide-ranging interaction requirements from communication and business to games and interactive art.

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  • This book explores the origins and practices of competency management, which has arisen in the reactions of governments and managers to globalisation and increased international competition in advanced industrial countries. The United States of America (USA) and Britain have tended to lead the way in responding to these environmental pressures by seeking to retain or regain their competitive advantage. Each country has adopted different approaches to these pressures, although each has influenced the other and some convergence of strategies and responses has evolved.

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  • his report identified stakeholders Macadamia important industry, both government and private enterprise. It also identifies the areas of capacity in the nursery, growing field of research and commercial sectors. The report then attempts to estimate and evaluate the capacity, in the field by 3 goals and an estimated 1-5 most important measures of key stakeholders. It should be noted that the estimated performance measures for each key stakeholders is based on field observations, conference report, the question feedback and assessment teams in Australia.

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  • The objective of this training is to help students understanding of Vietnam the Australian researchers identify and solve problems in forestry research, especially in plantation management. Despite the problems in Vietnam can not the same, we hope to learn from multi-disciplinary approach. We also studied the specific research methods that may be useful in Vietnam

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  • In the enterprise-level software development business, there are formal processes for estimating projects with multi-million dollar values. Each part of the project is divided into tasks, and each role and responsibility is identified. Each individual element of the project undergoes a detailed hourly estimation in order to create a comprehensive schedule. Major risks to the project’s success are identified in a risk assessment process. Additional labor hours are added to the price estimate to compensate for these risks by adding labor hours to the price estimate.

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  • Schools can use the health promoting schools model programme to identify the initial state (analysing the conditions and needs), outline improvement techniques (school development plan, concept and plan framework), structure and evaluate the achieved change at any stage of the project implementation (evaluating the effectiveness of the project), spot the potential risks impairing health promotion, plan the influencing of the hidden curriculum and make the health promotion curriculum a controllable part of the hidden curriculum of the school....

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  • Our intention was to identify as many areas of school life as possible in order to take them out of the realm of the hidden curriculum and make them parts of the health promotion programme. What takes place without being noticed may become a source of serious risk that may neglect or even impair health. The identified parts of the structure called school are seen as ones that can be influenced within the health promoting schools model programme.

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  • In the figure shown here (Figure 1), teaching contributes to the development of pupils’ action competence, which in turn should enable the pupils to act with regard to their own lives and living conditions. Teaching and educational processes have been put in the center of this model in order to stress that a health promoting school is not only about the food in the canteen, a smoke-free environment etc. This also means that pupils and teachers are considered to be the key-players at a health promoting school.

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  • The underlying principle of HIV/AIDS prevention education is that all people have the right to know what HIV is, how it is transmitted and how to prevent infection, and that special measures must be taken for those most vulnerable and most likely to effect change – among young people, girls especially. The majority of young people in the developing world know alarmingly little about the three primary ways to avoid infection.

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