550 East Spring Street
Columbus, OH, 43215
Program Director: Jane Roberts , MS, RHIA
Program Phone: (614) 287-5459
Program Email: jroberts@cscc.edu
Content Delivery:
Online
Program Level: Associate
Enrollment Status: Active
Progress Report: Progress Report satisfactory and completed
Current Accreditation Award: Continuing
Last Accreditation Date: 08/24/2022
Next Review Cycle: 2029-2030
Accreditation Actions
April 2023 Accreditation Action: Accept the Progress Report.
Rationale: The program is compliant with all Standards.
Accreditation Award: Continuing Accreditation.
September 2022 Accreditation Action: Grant seven years of Continuing Accreditation with a Progress Report. The program remains non-compliant with the following 2018 Standards:
The following Standards are Partially Met:
Standard 18. Curriculum. II.2 –Partially Met – The assignment provided is focused on health information exchange. Nothing related to security strategies was found.
III.6 – Partially Met – The assignments provided are utilizing existing data, but not really managing it. Further, Excel is not a database system.
IV.1 – Partially Met – The assignment provided only addresses the process for applying groupings. It does not include activities related to the validation of diagnostic and procedural codes or groups.
IV.1(RM) – Not Met – The assignments provided did not relate to the determination of diagnosis and procedure codes according to official guidelines.
IV.2(RM) – Partially Met – The assignment provided reviewed the revenue cycle and asked the student to recall information about the revenue cycle. No evaluation was requested. The second assignment related to the use of evaluation and management coding audit tools.
IV.3(RM) – Met (with comment) – The first assignment (3M MS-DRG Assignment) is not at the correct taxonomic level. However, the second assignment is at the appropriate taxonomic level (evaluate the assignment of MS-DRGs as per regulatory requirements and reimbursement methodology).
Standard 19. Syllabi. While the syllabi appear to have been revised and the AHIMA competencies are now included, it is strongly recommended that syllabi be further standardized with attention to the following aspects of this standard: syllabi must follow a standard format, should clearly state requirements for successful course completion and how students will be evaluated.
Grading tables in the syllabi are inconsistent and potentially confusing. Most have percentages only; others have points and percentages, while yet others only have point totals and fail to indicate how the points convert to percentages.