Hello and welcome to this week’s edition of HealthBeat, Chiropractic OnLine Today’s Health, News and Informational Podcast.
In this week’s news: We’ll Be Looking At –
- Questions about ICD-10
- And Finally, a Story about Clinical and Professional Chiropractic Education
For HealthBeat, This is Dr. Todd Eglow!
Welcome to HealthBeat Podcast #509 recorded May 29, 2015.
HealthBeat is Chiropractic OnLine Today’s radio program, providing current news and commentary about Chiropractic and Health.
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And Now for some news ….
Questions about ICD-10
It appears as of this broadcast that the conversion to the new ICD-10 codes is on track to take effect on October 1, 2015.
The Centers for Medicare and Medicaid Services release an FAQ file about this conversion.
Of interest to our listeners would be the question of when to officially begin using these new codes and discontinuing use of the present, and soon to be older, ICD-9 codes.
Listeners will have to contact all non-Medicare providers for individual conversion rules, but for the Medicare Fee-for-Service Program, another words, the original Medicare program, concerning the acceptance of claims with FROM dates of service or dates of discharge/THROUGH dates on or after October 1, 2015:
- ICD-9-CM codes will no longer be accepted on both electronic and paper claims with FROM dates of service (on professional and supplier claims) or dates of discharge/THROUGH dates (on institutional claims) on or after October 1, 2015
Surf to our Show Notes for the full FAQ file – http://www.cms.gov/Outreach-and-Education/Medicare-Learning-Network-MLN/MLNProducts/Downloads/September-2013-ICD-10-CM-PCS-Billing-Payment-FAQs-Fact-Sheet-ICN908974.pdf
Clinical and Professional Chiropractic Education
At the World Federation of Chiropractic (WFC – Montreal) Congress, convened May 13-16, 2015 in Athens, Greece, co-convened by the European Chiropractic Union (ECU), the five (5) European chiropractic colleges and the University of Johannesburg, South Africa adopted a position statement on “Clinical and Professional Chiropractic Education.”
Whereas, the welfare of the patient is paramount; and
Whereas, chiropractic education should be of the highest quality and be founded on the principles of evidence-based care; and
Whereas, curricula should be responsive to changing patient, societal and community needs and expectations within a modern health care system;
We, the undersigned chiropractic educational institutions, state as follows:
Chiropractic education and training must adhere to the biopsychosocial model of health care and be underpinned by biologically plausible theory and peer-reviewed research. It should embrace the value of clinical experience, shared decision-making and a patient-centered approach to care.
Upon graduation, chiropractic students should be equipped to work effectively and collaboratively to deliver improved quality of life outcomes for patients with musculoskeletal disorders. This will, of necessity, incorporate:
An evidence-based approach to the case history, physical examination, diagnostic imaging, report of findings and management plan that may include a range of clinical interventions
Effective communication in a language that is clearly understood by all stakeholders in healthcare, thereby facilitating interprofessional practice and promoting effective collaboration between health care teams
Knowledge of preventative measures including but not limited to musculoskeletal care, encompassing wider public health and health promotion initiatives
Wherever possible, chiropractic educational programs should form or develop affiliations with established public and private universities preferably within a medical or health science faculty. Such links may develop opportunities for interprofessional education and collaborative practice.
Chiropractic educational institutions should support their faculties in the provision of innovative models for the development of knowledge, learning and skills. These should focus on facilitating scholarly activity including research, interprofessional education and teaching within the context of emerging health care models.
The teaching of vertebral subluxation complex as a vitalistic construct that claims that it is the cause of disease is unsupported by evidence. Its inclusion in a modern chiropractic curriculum in anything other than an historical context is therefore inappropriate and unnecessary.
Chiropractic education should reflect ethical practice and professional standards throughout the curriculum. Upon graduation, students must understand their responsibilities to their patients, their communities and to the profession.
Practice styles promoting preset ‘high volume’ chiropractic care models as wellness care, which may contribute to inappropriate patient dependence, compromise patient confidentiality or require repeated exposure to ionising radiation are not part of an undergraduate chiropractic curriculum. Students should be taught to recognise that such approaches are not acceptable in terms of the best interests of patients or the chiropractic profession.
Surf to our Show Notes for Links – http://vertebre.com/charte-pour-l-education-chiropratique-en-europe-8163
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Finally, I leave you with the following quote:
“Courage is being scared to death, but saddling up anyway.”
– John Wayne
For Chiropractic OnLine Today’s HealthBeat, This has been Dr. Todd Eglow.