scholarly journals L-BASIN MICROBIAL MONITORING PROGRAM - EVALUATION OF 20 YEARS OF MONITORING

2021 ◽  
Author(s):  
ROBIN BRIGMON ◽  
YURIY VEYTSKIN ◽  
COURTNEY BURCKHALTER
Keyword(s):  
Program Evaluation ◽  
Monitoring Program ◽  
Microbial Monitoring

scholarly journals L-BASIN MICROBIAL MONITORING PROGRAM - EVALUATION OF 20 YEARS OF MONITORING

2021 ◽  
Author(s):  
YURIY VEYTSKIN ◽  
ROBIN BRIGMON ◽  
COURTNEY BURCKHALTER
Keyword(s):  
Program Evaluation ◽  
Monitoring Program ◽  
Microbial Monitoring

Decreasing trend ofLegionellaisolation in a long-term microbial monitoring program in Greek hospitals

2012 ◽  
Vol 22 (3) ◽  
pp. 197-209 ◽  
Author(s):  
Emanouil Velonakis ◽  
Maria Karanika ◽  
Varavara Mouchtouri ◽  
Efthimios Thanasias ◽  
Anna Katsiaflaka ◽  
...  
Keyword(s):  
Monitoring Program ◽  
Microbial Monitoring ◽  
Greek Hospitals

A remote monitoring program evaluation: a retrospective study

2016 ◽  
Vol 22 (6) ◽  
pp. 982-988 ◽  
Author(s):  
Cynthia Williams ◽  
Thomas T. H. Wan
Keyword(s):  
Program Evaluation ◽  
Retrospective Study ◽  
Remote Monitoring ◽  
Monitoring Program

scholarly journals Groundwater monitoring program evaluation For A/M Area, Savannah River Site

1996 ◽  
Author(s):  
R.A. Hiergesell ◽  
J.S. Bollinger
Keyword(s):  
Program Evaluation ◽  
Groundwater Monitoring ◽  
Monitoring Program ◽  
Savannah River Site ◽  
Savannah River ◽  
River Site

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

A Guide to Coding and Billing for the Audiological Management of Patients Receiving Ototoxic Medical Treatments

2019 ◽  
Vol 4 (5) ◽  
pp. 936-946
Author(s):  
Dawn Konrad-Martin ◽  
Neela Swanson ◽  
Angela Garinis
Keyword(s):  
Otoacoustic Emissions ◽  
Best Practice ◽  
Private Insurance ◽  
Monitoring Program ◽  
Current Method ◽  
International Classification Of Diseases ◽  
Ethical Practice ◽  
Party Payer ◽  
High Frequency Audiometry ◽  
Icd 10

Purpose Improved medical care leading to increased survivorship among patients with cancer and infectious diseases has created a need for ototoxicity monitoring programs nationwide. The goal of this report is to promote effective and standardized coding and 3rd-party payer billing practices for the audiological management of symptomatic ototoxicity. Method The approach was to compile the relevant International Classification of Diseases, 10th Revision (ICD-10-CM) codes and Current Procedural Terminology (CPT; American Medical Association) codes and explain their use for obtaining reimbursement from Medicare, Medicaid, and private insurance. Results Each claim submitted to a payer for reimbursement of ototoxicity monitoring must include both ICD-10-CM codes to report the patient's diagnosis and CPT codes to report the services provided by the audiologist. Results address the general 3rd-party payer guidelines for ototoxicity monitoring and ICD-10-CM and CPT coding principles and provide illustrative examples. There is no “stand-alone” CPT code for high-frequency audiometry, an important test for ototoxicity monitoring. The current method of adding a –22 modifier to a standard audiometry code and then submitting a letter rationalizing why the test was done has inconsistent outcomes and is time intensive for the clinician. Similarly, some clinicians report difficulty getting reimbursed for detailed otoacoustic emissions testing in the context of ototoxicity monitoring. Conclusions Ethical practice, not reimbursement, must guide clinical practice. However, appropriate billing and coding resulting in 3rd-party reimbursement for audiology services rendered is critical for maintaining an effective ototoxicity monitoring program. Many 3rd-party payers reimburse for these services. For any CPT code, payment patterns vary widely within and across 3rd-party payers. Standardizing coding and billing practices as well as advocacy including letters from audiology national organizations may be necessary to help resolve these issues of coding and coverage in order to support best practice recommendations for ototoxicity monitoring.

Program Evaluation

2020 ◽  
Author(s):  
Allen Rubin
Keyword(s):  
Program Evaluation

Guidance Program Evaluation: A Follow-Up of Effectiveness and Value

1975 ◽  
Vol 8 (3) ◽  
pp. 163-168 ◽  
Author(s):  
James R. O'Connor ◽  
James V. Wigtil
Keyword(s):  
Program Evaluation ◽  
Guidance Program

Theoretical and Methodological Problems of a 10-Year Follow-Up Program Evaluation Study

2002 ◽  
Vol 18 (3) ◽  
pp. 229-241 ◽  
Author(s):  
Kurt A. Heller ◽  
Ralph Reimann
Keyword(s):  
Program Evaluation ◽  
Evaluation Studies ◽  
Evaluation Study ◽  
Control Groups ◽  
Cross Sectional ◽  
Long Term Study ◽  
Partial Inclusion ◽  
Methodological Problems

Summary In this paper, conceptual and methodological problems of school program evaluation are discussed. The data were collected in conjunction with a 10 year cross-sectional/longitudinal investigation with partial inclusion of control groups. The experiences and conclusions resulting from this long-term study are revealing not only from the vantage point of the scientific evaluation of new scholastic models, but are also valuable for program evaluation studies in general, particularly in the field of gifted education.

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