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Who teaches medical billing? A national cross-sectional survey of Australian medical education stakeholders
IMPORTANCE: Billing errors and healthcare fraud have been described by the WHO as ‘the last great unreduced health-care cost’. Estimates suggest that 7% of global health expenditure (US$487 billion) is wasted from this phenomenon. Irrespective of different payment models, challenges exist at the int...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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BMJ Publishing Group
2018
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6082471/ https://www.ncbi.nlm.nih.gov/pubmed/30012783 http://dx.doi.org/10.1136/bmjopen-2017-020712 |
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author | Faux, Margaret Wardle, Jonathan Thompson-Butel, Angelica G Adams, Jon |
author_facet | Faux, Margaret Wardle, Jonathan Thompson-Butel, Angelica G Adams, Jon |
author_sort | Faux, Margaret |
collection | PubMed |
description | IMPORTANCE: Billing errors and healthcare fraud have been described by the WHO as ‘the last great unreduced health-care cost’. Estimates suggest that 7% of global health expenditure (US$487 billion) is wasted from this phenomenon. Irrespective of different payment models, challenges exist at the interface of medical billing and medical practice across the globe. Medical billing education has been cited as an effective preventative strategy, with targeted education saving $A250 million in Australia in 1 year from an estimated $A1–3 billion of waste. OBJECTIVE: This study attempts to systematically map all avenues of medical practitioner education on medical billing in Australia and explores the perceptions of medical education stakeholders on this topic. DESIGN: National cross-sectional survey between April 2014 and June 2015. No patient or public involvement. Data analysis—descriptive statistics via frequency distributions. PARTICIPANTS: All stakeholders who educate medical practitioners regarding clinical practice (n=66). 86% responded. RESULTS: There is little medical billing education occurring in Australia. The majority of stakeholders (70%, n=40) did not offer/have never offered a medical billing course. 89% thought medical billing should be taught, including 30% (n=17) who were already teaching it. There was no consensus on when medical billing education should occur. CONCLUSIONS: To our knowledge, this is the first attempt of any country to map the ways doctors learn the complex legal and administrative infrastructure in which they work. Consistent with US findings, Australian doctors may not have expected legal and administrative literacy. Rather than reliance on ad hoc training, development of an Australian medical billing curriculum should be encouraged to improve compliance, expedite judicial processes and reduce waste. In the absence of adequate education, disciplinary bodies in all countries must consider pleas of ignorance by doctors under investigation, where appropriate, for incorrect medical billing. |
format | Online Article Text |
id | pubmed-6082471 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | BMJ Publishing Group |
record_format | MEDLINE/PubMed |
spelling | pubmed-60824712018-08-10 Who teaches medical billing? A national cross-sectional survey of Australian medical education stakeholders Faux, Margaret Wardle, Jonathan Thompson-Butel, Angelica G Adams, Jon BMJ Open Medical Education and Training IMPORTANCE: Billing errors and healthcare fraud have been described by the WHO as ‘the last great unreduced health-care cost’. Estimates suggest that 7% of global health expenditure (US$487 billion) is wasted from this phenomenon. Irrespective of different payment models, challenges exist at the interface of medical billing and medical practice across the globe. Medical billing education has been cited as an effective preventative strategy, with targeted education saving $A250 million in Australia in 1 year from an estimated $A1–3 billion of waste. OBJECTIVE: This study attempts to systematically map all avenues of medical practitioner education on medical billing in Australia and explores the perceptions of medical education stakeholders on this topic. DESIGN: National cross-sectional survey between April 2014 and June 2015. No patient or public involvement. Data analysis—descriptive statistics via frequency distributions. PARTICIPANTS: All stakeholders who educate medical practitioners regarding clinical practice (n=66). 86% responded. RESULTS: There is little medical billing education occurring in Australia. The majority of stakeholders (70%, n=40) did not offer/have never offered a medical billing course. 89% thought medical billing should be taught, including 30% (n=17) who were already teaching it. There was no consensus on when medical billing education should occur. CONCLUSIONS: To our knowledge, this is the first attempt of any country to map the ways doctors learn the complex legal and administrative infrastructure in which they work. Consistent with US findings, Australian doctors may not have expected legal and administrative literacy. Rather than reliance on ad hoc training, development of an Australian medical billing curriculum should be encouraged to improve compliance, expedite judicial processes and reduce waste. In the absence of adequate education, disciplinary bodies in all countries must consider pleas of ignorance by doctors under investigation, where appropriate, for incorrect medical billing. BMJ Publishing Group 2018-07-16 /pmc/articles/PMC6082471/ /pubmed/30012783 http://dx.doi.org/10.1136/bmjopen-2017-020712 Text en © Author(s) (or their employer(s)) 2018. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ. This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/. |
spellingShingle | Medical Education and Training Faux, Margaret Wardle, Jonathan Thompson-Butel, Angelica G Adams, Jon Who teaches medical billing? A national cross-sectional survey of Australian medical education stakeholders |
title | Who teaches medical billing? A national cross-sectional survey of Australian medical education stakeholders |
title_full | Who teaches medical billing? A national cross-sectional survey of Australian medical education stakeholders |
title_fullStr | Who teaches medical billing? A national cross-sectional survey of Australian medical education stakeholders |
title_full_unstemmed | Who teaches medical billing? A national cross-sectional survey of Australian medical education stakeholders |
title_short | Who teaches medical billing? A national cross-sectional survey of Australian medical education stakeholders |
title_sort | who teaches medical billing? a national cross-sectional survey of australian medical education stakeholders |
topic | Medical Education and Training |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6082471/ https://www.ncbi.nlm.nih.gov/pubmed/30012783 http://dx.doi.org/10.1136/bmjopen-2017-020712 |
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