E-Scripts and Cell Phones: A Blessing or Curse?

E-scripts have been used as part of computerized provider order entry implementation for several years now, particularly with the passage of the American Recovery and Reinvestment Act, Meaningful Use, the Health Information Portability and Accountability Act, the Health Information Technology for Economic and Clinical Health Act, and other laws and regulations. This case study seeks to focus on 2 specific aspects of the effect of increasing electronic technology within health care: e-prescriptions and cell phones or smartphones.

Determination of problematic ICD-9-CM subcategories for further study of coding performance: Delphi method.

In this study, we report on a qualitative method known as the Delphi method, used in the first part of a research study for improving the accuracy and reliability of ICD-9-CM coding. A panel of independent coding experts interacted methodically to determine that the three criteria to identify a problematic ICD-9-CM subcategory for further study were cost, volume, and level of coding confusion caused. The Medicare Provider Analysis and Review (MEDPAR) 2007 fiscal year data set as well as suggestions from the experts were used to identify coding subcategories based on cost and volume data.

Web 2.0: what a health care manager needs to know.

Web 2.0 is one of the latest buzzwords for an assortment of emerging technologies on the Web. Health care managers need to know the benefits and drawbacks of these technologies before integrating them into organizational operations.

Can factors related to self-regulated learning and epistemological beliefs predict learning achievement in undergraduate asynchronous Web-based courses?

This study examined the effects of self-regulated learning (SRL) and epistemological beliefs (EB) on individual learner levels of academic achievement in Web-based learning environments while holding constant the effect of computer self-efficacy, reason for taking an online course, and prior college academic achievement. The study constituents included 201 undergraduate students enrolled in a variety of asynchronous Web-based courses at a university in the southeastern United States. Data was collected via a Web-based questionnaire and subjected to the following analyses: separate exploratory factor analyses of the self-regulated learning and the epistemological beliefs question items, correlations between the independent variables and the dependent variable, and linear regression of final course grades with all the variables in the model.