Medical coding textbook for beginners that is easy to read and understand. Covers diagnosis coding with ICD-9-CM and ICD-10-CM and procedure coding with CPT-4, HCPCS, and ICD-10-PCS. This presentation showcases all of this textbook's features.

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2. About the Author
Beth A. Rich, B.S., CPC-H
• 12 years as a post-secondary coding instructor – 8+ years with
Pittsburgh Technical Institute (pti.edu) – MOA degree, MA
degree, Coding certificate – recent high school grads, adult
learners
• 8 previous years training others and as project manager
• 8 years as a manager of patient registration, patient financial
services, medical coding, chart auditing, and customer service
• Experienced writer, instructional designer
• Healthcare consulting experience
• Experience in acute care, skilled nursing, rehabilitation,
pharmacy, mental health, dental, primary care
• Additional teaching – medical office management; revenue
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cycle; EHR; professionalism; patient relations; job readiness

3. Today’s Presentation
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Why did I write this textbook?
Thousands of coding opportunities
Contents of the textbook
What makes this textbook different?
Additional Features
Instructor Manual Features
MyHealthProfessionsLab Features
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4. Why Did I Write This Textbook?
1. To appeal to beginners and keep students
engaged in learning a difficult
subject
 Relevant for everyone
 Incorporated students’ questions
2. To write in a way that is easy for students to
read and understand
 Speaks directly to students in a classroom
 Not copied from the coding manuals
 Walk-through examples
 Tables, including bulleted and numbered points
 Did not sacrifice content
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5. Why Did I Write This Textbook? (cont.)
3. To allow instructors to teach coding without
being “the constant liaison”
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Homework can be assigned without fear
Students can understand the basics by reading
Works with instructors, not against them
Saves instructors’ time
4. To incorporate all the tools for success
 Anatomy and physiology texts or medical dictionary not
mandatory
 Medical terminology text not mandatory
 Internet searches not mandatory
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6. Why Did I Write This Textbook? (cont.)
5. To provide constant support and
encouragement to students
 Cheers students on through content and exercises
and continues to “talk them through” difficult and
challenging concepts, posing questions, providing
examples
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7. Thousands of Coding
Opportunities
• 2,119 practice exercises in textbook- 664 more
than Step-by-Step Medical Coding textbook
(1,455)
• Plus 2,554 practice exercises in
MyHealthProfessionsLab
• Total of 4,673 practice exercises (text and lab)
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8. Medical Coding - A Journey
Contents
• 36 chapters - Comprehensive coverage of:
– ICD-9-CM – outpatient and inpatient diagnoses; inpatient
procedures (Chs. 3-5, 7-15)
– ICD-10-CM – outpatient and inpatient diagnoses (Ch. 6,
additional exs. in Chs. 7-15 “A Look Ahead to ICD-10-CM”)
– ICD-10-PCS – inpatient procedures (Ch. 16)
– CPT-4, including modifier chapter (Chs. 17-34)
– HCPCS chapter (Ch. 35)
– Coding and the revenue cycle chapter (Ch. 1)
– Medicare outpatient and inpatient reimbursement (Ch.
15)
– Medical records and regulations chapter (Ch. 2)
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– Professionalism and patient relations chapter (Ch. 36)

9. What makes this text different?
-Writing is easy to read and understand
Speaks directly to students
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10. What makes this text different?
-Writing is easy to read and understand
Not copied from the coding manuals
a. General E Code Coding Guidelines – From the ICD-9-CM Official Guidelines for Coding and Reporting
1) Used with any code in the range of 001-V91
-An E code from categories E800-E999 may be used with any
code in the range of 001-V91, which indicates an injury,
poisoning, or adverse effect due to an external cause.
-An activity E code (categories E001-E030) may be used with
any code in the range of 001-V91 that indicates an injury, or
other health condition that resulted from an activity, or the
activity contributed to a condition.
2) Assign the appropriate E code for all initial treatments
-Assign the appropriate E code for the initial encounter of an
injury, poisoning, or adverse effect of drugs, not for subsequent
treatment.
-External cause of injury codes (E-codes) may be assigned
while the acute fracture codes are still applicable.
See Section I.C.17.b.1 for coding of acute fractures.
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11. What makes this text different?
-Writing is easy to read and understand
Walk-through examples
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12. What makes this text different?
-Writing is easy to read and understand
Walk-through examples (cont.)
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13. What makes this text different?
-Writing is easy to read and understand
Tables
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14. What makes this text different?
-Writing is easy to read and understand
Tables (cont.)
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15. What makes this text different?
-Writing is easy to read and understand
Tables (cont.)
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16. What makes this text different?
-Incorporates all the tools for success
Anatomy and physiology texts or
medical dictionary not mandatory
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17. What makes this text different?
- Incorporates all the tools for success
Medical terminology text not mandatory
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18. What makes this text different?
-Provides constant support to
students
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19. What makes this text different?
-Diagnoses and procedures explained
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20. What makes this text different?
-Diagnoses and procedures explained
(cont.)
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21. What makes this text different?
-Medical specialties explained
• Medical specialties reviewed before students
code diagnoses and procedures
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22. What makes this text different?
-ICD-9-CM chapters covered
comprehensively
• 12 chapters devoted to coding diagnoses from
all of the 17 chapters of the Tabular List (over
300 pgs. of text)
• Inpatient diagnosis coding for ICD-9-CM and
inpatient diagnosis coding for ICD-10-PCS are
covered in the same chapter
• Complete coverage of the Official Guidelines
for Coding and Reporting, anatomy and
physiology, medical terminology – explained
in plain language
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23. What makes this text different?
-Consistent Index entries help to code
• In explanations of coding
• In examples
• In tables
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24. What makes this text different?
-Exercises and examples are realistic
• Outline real-world scenarios, not one-line
documentation
• Include physicians’ names and specialties,
patients’ names, conditions, ages, and
procedures performed
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25. What makes this text different?
-Exercises and examples are realistic
(cont.)
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26. What makes this text different?
- 2,119 coding exercises in “Take a Break” strategically placed
• Provide encouragement
• Throughout chapter at various intervals
• Includes theory and coding practice
• CPT exercises include optional diagnosis
coding
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27. What makes this text different?
- 2,119 coding exercises in “Take a Break” strategically placed (cont.)
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28. What makes this text different?
-“Destination Medicare” - real-world
practice
• Medicare is the largest payer in the U.S.
• Students research coding, billing, and
reimbursement regulations on Medicare’s
website
• Found in Chapters 7-36
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29. What makes this text different?
-“Destination Medicare” - real-world
practice (cont.)
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30. What makes this text different?
-“Workplace IQ” exercises
• Real-world work scenarios
• Students problem-solve
• Incorporates higher levels of Bloom’s
taxonomy
• Found in Chapters 6-36
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31. What makes this text different?
-“Workplace IQ” exercises (cont.)
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32. What makes this text different?
-“Interesting Facts” break up content
• Learn more about a given topic in each
chapter; more facts in the Instructor’s Manual
• Opportunity to break and review new and
interesting information
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33. What makes this text different?
-“Interesting Facts” break up content
(cont.)
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34. What makes this text different?
-“Pointers from the Pros” interviews
• Interviews with healthcare professionals who
hold a variety of positions – interview
questions and answers provided to students
• Offers real-world advice for handling many
types of workplace situations
• Found in Chapters 6-36
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35. What makes this text different?
-“Pointers from the Pros” interviews (cont.)
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36. What makes this text different?
-Video Pit Stop (Instructor’s Manual)
• Videos correlate to every chapter:
-Surgeries – physicians moderate
-Diagnoses and procedures - computer-based
training
-Healthcare issues
-All videos include an exercise
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37. What makes this text different?
-Medical Record Interpretation and
Chart Audit (MyHealthProfessionsLab)
• Students read a medical record and interpret
its content using hints provided
• Students then review codes assigned to
determine their accuracy
• Correlate to Chapters 7-35
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38. What makes this text different?
-Current Medicare regulations
• Up-to-date coding, billing, and
reimbursement guidelines discussed from:
-National coverage determinations (NCDs)
-NCD Manual
-Local coverage determinations (LCDs)
-Medicare Claims Processing Manual
-Medicare Benefit Policy Manual
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39. Additional Features
Chapter Review exercises
comprehensive
• Incorporates elements in chapter to test for
understanding
• Part theory – multiple choice
• Part coding
• CPT chapters include option to code diagnoses
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40. Additional Features
Chapter Review exercises
comprehensive (cont.)
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41. Additional Features
Colored diagrams and photos
throughout chapters
• Illustrate various conditions, procedures, and
anatomy and physiology discussions
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42. Additional Features
Colored diagrams and photos
throughout chapters (cont.)
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43. Additional Features
Colored diagrams and photos
throughout chapters (cont.)
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44. Instructor’s Manual (online)
Features
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PowerPoint presentations
Learning objectives and outlines
Detailed lesson plans
In-class activities
Teaching notes and tips
Additional Interesting Facts
Video Pit Stop
Answer key for chapter exercises and chapter
review
• Test bank
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45. MyHealthProfessionsLab
Features
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Pre-test to assess skills learned per chapter
Results show practice target areas
Opportunities to practice per chapter
Post-test to assess improvement
2,554 total practice exercises
Medical Record Interpretation and Chart Audit
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46. Thank you for your time!
Do you have any questions?
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