Medical Terminology and Anatomy for ICD-10

In 2014 the United States will begin classifying diseases, disorders and procedures with a revised coding system: ICD-10-CM/PCS. Literally overnight the number of possible codes will jump from approximately 18,000 to over 155,000.



Because of this dramatic increase, coders will need to learn new medical terms and new ways of using familiar terms. They will also need to learn an astonishing amount of anatomy in order to assign these new codes correctly. In the not-so-distant future, coders will be expected to know the locations of most arteries, veins, bones, muscles, sinuses, nerves, tendons, ligaments, and lymphatic vessels. Knowledge of the anatomy of the heart will include locations and synonyms for the names of the great vessels, the chambers, septa, papillary muscles, chordae tendinae, valves and valvular structures.

As someone who has been engaged in extensive training, workshops, and seminars in ICD-10, I thoroughly understand the concern that many educators have with the depth of the anatomy necessary for ICD-10. Personally, with my own anatomy and physiology courses recalled only as a distant memory, I wondered how I would refresh my own knowledge. I realized that simply reviewing an anatomy and physiology text was not enough: I needed to know what this new classification system required and what terms it used to describe the anatomy.

Using both volumes of ICD-10, I spent many weeks sorting and categorizing the indices and tabular sections to find out just what terminology was needed (and how it was presented). I discovered that “standard” anatomy and physiology often did not translate directly to ICD-10 terminology and that flexibility in the use of terms was necessary, as not every clinician will be using the terminology that a particular anatomy and physiology text employs.

Additionally, the change from ICD-9 to ICD-10 involves more than a simple increase in the volume of codes due to attention to anatomical detail. The differences also include:

• Laterality of a condition or injury
• Increase in the number of digits and characters, including the use of extensions to provide additional information (for example, the timing of an injury)
• Inclusion of combination codes that include both etiology and manifestation
• The inclusion of information regarding trimester in pregnancy, delivery, and the puerperium
• Postprocedural codes
• Updated terminology and new procedures

I realized that of all the resources available to help coders manage the requirements of ICD-10, there were none that addressed its specific needs. What was needed was a text that was designed around ICD-10 terminology and anatomy, not terminology and anatomy in general. Medical Terminology and Anatomy for ICD-10 is the result. This med tem text, unlike every other med term text on the market, provides an accessible, carefully sequenced means of learning the medical terminology and anatomy specifically required to understand and apply subsequent ICD-10 coding instruction.

Download a sample chapter now!

Electronic Health Records: The End of the Line for Coders…or a New Beginning?

The global shift in the health care industry from paper-based patient charts to Electronic Health Records (EHRs) has raised concerns in the coding community. With EHRs that automatically generate medical insurance and billing codes, the logical question on everyone’s mind is…will the role of the medical coder soon become extinct?

While this is a very valid concern, expert coding author Carol J. Buck sees the implementation of EHRs not as a cause for alarm, but rather as an opportunity for the field to evolve and grow. Instead of becoming obsolete, the reality is that coders will become more important than ever — as auditors. Buck says, “Auditing is a natural course to implement at this time because of the EHR. Facilities that have switched to EHRs have experienced an increase in the number of coders needed, not a decrease. The fact is that codes still need to be assigned and there are even more rules, not fewer rules to follow. The coder has the necessary level of expertise across the broad areas of reimbursement and coding to ensure compliance when submitting charges.”

When it comes to EHRs, coders bring a set of skills and knowledge to the process that no one else on the health care team possesses. Carol Buck provides an example, “Look at a general surgeon. They perform procedures that require PCS, CM, and CPT. They would have to have a grasp on all those codes and the corresponding reimbursement rules. Traditionally, a coder would review the operative report and translate the services provided into codes. A coder who is an auditor is essential with the introduction of EHRs and ICD-10.” Buck also points out, “An auditor ensures that the proper coding is included for exactly what was provided or performed, and sometimes that requires more detail than what the physician provides.”

Shifting the focus from traditional coding to auditing applies to education as well. “The future of coding is auditing, which requires checking the work of others, reviewing codes with people who haven’t been trained in medical coding, and working faster than ever before. It requires a higher level of knowledge,” says Buck, “so we must ensure that education is changing with the industry.”

As with the transition to ICD-10, Elsevier and Carol Buck have you covered when it comes to the future of coding. Be sure to check out our latest auditing texts, The Next Step: Advanced Medical Coding and Auditing, 2013 Edition and E/M Auditing Step, 3rd Edition.

If you have any questions, ask the Elsevier Experts or contact your Elsevier Education Solutions Consultant today.

Transitioning to ICD-10 by Carol J. Buck

Mandated Transition

Over 99 percent of Medicare Part A (inpatient) claims and over 96 percent of Medicare Part B (outpatient) claim transactions are received electronically (www.cms.gov/Versions5010andD0/downloads/w5010BasicsFctSht.pdf). The 5010 electronic data interchange (EDI) is ICD-10 compatible and the government requires the claims be submitted via EDI. Although some prominent organizations have come out against the implementation of ICD-10, the transition is a mandate that is scheduled to take place October 1, 2014, and health care facilities and providers are in the final stages of gearing up for the transition. Canada has already transition to ICD-10 as have most nations; further, ICD-11 is already in global pilots. The ICD-9 had limited expandability based on the structure of the coding system and literally the system is out of numbers to assign. Unless some unforeseen political event occurs, the ICD-10 is a scheduled mandate that we all need to prepare for.

A successful transition from ICD-9 to ICD-10 is not an impossible task! For the facilities and providers, the transition is expensive and time consuming as there must be software revisions and system integrations, but in the classroom, the revision is the curriculum content, which is not a difficult task. The critical issue for the classroom is the timing of the transition.

More Codes

The primary difference between the code systems is ICD-10 has more codes — approximately five times more codes — and these additional codes provide greater detail. For example, where there may have been two codes from which to choose to assign a diagnosis of a fracture, there may be 20 or more codes from which to choose. The increase reflects laterality (left/right) or incident of service (initial/subsequent), and other key factors. The increased number of codes makes the assignment of the code more specific not more difficult. The medical documentation must, however, reflect all the detail necessary to correctly assign a code.

In addition to having more codes in the ICD-10, and the format of the manual has changed.

The ICD-9-CM was contained in one manual with three volumes:

• Index of Diseases (Volume 2, the index)
• Tabular of Diseases (Volume 1, the codes)
• Procedures (Volume 3 inpatient surgical procedures and therapies)

The ICD-10 is contained in two manuals:

• ICD-10-CM with Index of Diseases and Tabular of Diseases
• ICD-10-PCS (Procedural Classification System)
• The new system is presented in table format and represents the most dramatic change in the entire coding system.

When to Transition

There are two questions to consider before developing an implementation plan to transition to ICD-10:

1.  When is the student entering the job market? 

• Between now and January 2014, the student should have a working knowledge of ICD-9 and a basic knowledge of the ICD-10.
• After January 2014, the student should have a working knowledge of both ICD-9 and ICD-10
• Employers want graduates to have ICD-9 knowledge from January to October, 2014, because transactions will be ICD-9 based until October 1, 2014, when transactions will begin to be ICD-10 based.

2.  Is the student preparing for an AHIMA or AAPC examination? 

• Examinations are to be ICD-10 based as follows:
• AHIMA, April 1, 2014, begins ICD-10 based examinations
• If the examinee takes an AHIMA certification exam prior to April 1, 2014, the examinee must acquire continuing education units (CEUs) in ICD-10 as follows:
• CHPS – 1 CEU
• CHDA – 6 CEUs
• RHIT – 6 CEUs
• RHIA – 6 CEUs
• CCS-P – 12 CEUs
• CCS – 18 CEUs
• CCA – 18 CEUs
• AAPC, January 1, 2015*, begins ICD-10 based examinations
• The examinee that takes the ICD-9 based AAPC certification examination must take and pass a 75-question ICD-10 proficiency examination. The proficiency examination will be available October 1, 2013 through October 1, 2015. The exam costs $75 and is an open book, online examination. The examinee has until 2015 to successfully pass the examination.



*Projected dates based on previous date of when ICD-10 was to be published October 1, 2013.

Delay in ICD-10 compliance date — what does it mean for you?

On February 16, the U.S. Department of Health and Human Services announced its intent to delay the ICD-10 compliance date. Originally set for October 2013, the new compliance date is unknown at this time, with some industry leaders predicting it could be delayed anywhere from several months to a year or longer. So, what does it mean for you and your students?

Expert Elsevier coding author Carol Buck urges educators not to panic, “I have already prepared for this,” she says, “all of the Buck books have both ICD-9 and ICD-10 and will be this way until final implementation. That’s the beauty of our books. You don’t have to buy an ICD-9 version and an ICD-10 version. You can use any of the Buck books and be fine.”

As a leading health care publisher, Elsevier is dedicated to helping make your transition to ICD-10 as smooth as possible with complete curriculum support every step of the way. We closely monitor breaking news and the latest developments in health care legislation, guidelines, and delivery to ensure that the Elsevier educational content you teach today effectively prepares your students for tomorrow’s health care environment.

Be sure to check back for more updates on the ICD-10 delay and how Elsevier can help you stay on track. As Carol Buck recently said, “Please don’t worry. Rest assured we have you covered. We have all the educational materials you need for both ICD-9 and ICD-10.”

If you have specific questions about the ICD-10 delay, ask the Elsevier Experts or contact your Elsevier Education Solutions Consultant today.

Medical Terminology and Anatomy for ICD-10, Pt. 2

Medical Terminology and Anatomy for ICD-10 Coding uses a scaffolding approach to carefully sequence learning from simple to complex. Students begin with an introduction to Greek and Latin word parts and rules for building terms. Next, they learn directional terminology, surface anatomy, and terms that are used to describe anatomical structures. The first body system discussed is the musculoskeletal system, which is key to understanding an enormous number of terms used in other body systems. A careful and thorough understanding of these first chapters is an investment that pays a substantial return on investment for the rest of the text. Students will find examples of word parts and terms covered in these first chapters that are used over and over again in the following chapters. A solid knowledge of word parts leads to an easier understanding of the location and function of anatomical terms. Word parts continue to play an important role in grasping the details of the pathologic terms for a particular body system and the procedural terms that diagnose and treat those diseases. Word parts are the basis for the assigning of codes, as the figure below demonstrates.



Other Features of Medical Terminology and Anatomy for ICD-10 Coding

• Terminology specific to ICD-10, along with any synonyms, presents the exact terminology an ICD-10 coder might encounter while working with medical reports
• Word parts and meanings next to their text mentions in the anatomy and physiology sections demonstrate the origins of terms
• Pathologic term tables organized to correspond with the category headings in ICD-10-CM allow students to begin to correlate terms with their location in the manual
• Word part definitions presented as they are used in ICD-10 terms
  (e.g., the suffix –ectomy is defined as “cutting out” to prevent confusion with the root operations of resection and excision)
• Guideline Alert! boxes included to signal students that ICD-10 guidelines are influenced by medical terms being presented
• Special Note! boxes key students to ICD-10 features that affect their understanding of the terminology presented
• Be Careful! boxes remind students of potentially confusing look-alike or sound-alike word parts or terms
• Detailed illustrations present the necessary anatomy and divisions of the body (e.g., upper and lower arteries) as indicated by coding requirements
• Summary tables of procedural suffixes and their corresponding root operations for each chapter show the correlation between suffixes and the 31 ICD-10 root operations
• Extensive intrachapter exercises and end-of-chapter reviews offer many opportunities to practice and review anatomy and terminology
• Electronic medical records present a variety of actual medical reports in an EHR format
• Pharmacy appendix with the most current medications and their usages
• ICD-10 Body Part Index provides a complete list of body parts and how they should be coded
• Root operation definitions on inside back cover of book for easy reference, along with a comprehensive summary of all suffixes used in the text with their root operation counterparts help students understand and correlate suffixes to specific root operations
• Electronic assets for students on Evolve include games such as Wheel of Terminology, Tournament of Terminology, and Terminology Triage; activities such as Word Shop and Label It; and other review materials such as flash cards, animations, and Body Spectrum, an electronic anatomy coloring book.
  

Why Your Students NEED this Book
It is important to remember that all of us will be affected by the codes that are generated by future ICD-10 coders. These codes will be used to not only pay for care, but will also determine future healthcare policy and influence medical research. So helping our students learn the specific terminology and anatomy necessary for ICD-10 is a major responsibility. But given the right tools, it is a manageable one. Those students who learn medical terminology and its direct connections to anatomy will assign codes with more confidence and accuracy and that is the goal of Medical Terminology and Anatomy for ICD-10 Coding.

ICD-10: Evolution, Not Revolution

The upcoming ICD-10-CM/PCS implementation will involve the addition of thousands of codes and will require more in-depth knowledge of anatomy, terminology, and pathphysiology, but trusted coding educator and author Carol J. Buck sees no reason to panic.

“When I first heard about the implementation of ICD-10, like other coders I thought it was going to turn the world upside-down,” she admits. “But the more that I worked with ICD-10 the more I began to recognize that it really is an evolution, not a revolution.”

“The fact is that there are just more codes, and they are more specific,” Buck adds, explaining that the key to a smooth “evolution” is to start educating yourself about the changes well in advance of the ICD-10-CM/PCS implementation date.

You can start acquainting yourself and your students with the balanced coverage of ICD-9-CM and ICD-10-CM/PCS in Buck’s Step-by-Step Medical Coding 2012 Edition, available in December 2011. Part of Elsevier’s gradual ICD-10 transition plan, Step-by-Step reflects Carol’s integrated approach to teaching ICD-9 and ICD-10.

“When employers hire students, they want those students to arrive on the job ready to transition with the rest of the staff, and they want students to be able to code both ICD-9 and ICD-10. As educators, will have to gear up to prepare dual coders.”

If you have questions about preparing for the ICD-10 evolution, ask the Elsevier Experts or contact your Elsevier Education Solutions Consultant today.

Medical Terminology and Anatomy for ICD-10, Pt. 1

In 2013 the United States will begin classifying diseases, disorders and procedures with a revised coding system: ICD-10-CM/PCS. Literally overnight the number of possible codes will jump from approximately 18,000 to over 155,000.



Because of this dramatic increase, coders will need to learn new medical terms and new ways of using familiar terms. They will also need to learn an astonishing amount of anatomy in order to assign these new codes correctly. In the not-so-distant future, coders will be expected to know the locations of most arteries, veins, bones, muscles, sinuses, nerves, tendons, ligaments, and lymphatic vessels. Knowledge of the anatomy of the heart will include locations and synonyms for the names of the great vessels, the chambers, septa, papillary muscles, chordae tendinae, valves and valvular structures.

As someone who has been engaged in extensive training, workshops, and seminars in ICD-10, I thoroughly understand the concern that many educators have with the depth of the anatomy necessary for ICD-10. Personally, with my own anatomy and physiology courses recalled only as a distant memory, I wondered how I would refresh my own knowledge. I realized that simply reviewing an anatomy and physiology text was not enough: I needed to know what this new classification system required and what terms it used to describe the anatomy.

Using both volumes of ICD-10, I spent many weeks sorting and categorizing the indices and tabular sections to find out just what terminology was needed (and how it was presented). I discovered that “standard” anatomy and physiology often did not translate directly to ICD-10 terminology and that flexibility in the use of terms was necessary, as not every clinician will be using the terminology that a particular anatomy and physiology text employs.

Additionally, the change from ICD-9 to ICD-10 involves more than a simple increase in the volume of codes due to attention to anatomical detail. The differences also include:

• Laterality of a condition or injury
• Increase in the number of digits and characters, including the use of extensions to provide additional information (for example, the timing of an injury)
• Inclusion of combination codes that include both etiology and manifestation
• The inclusion of information regarding trimester in pregnancy, delivery, and the puerperium
• Postprocedural codes
• Updated terminology and new procedures
  

I realized that of all the resources available to help coders manage the requirements of ICD-10, there were none that addressed its specific needs. What was needed was a text that was designed around ICD-10 terminology and anatomy, not terminology and anatomy in general. Medical Terminology and Anatomy for ICD-10 is the result. This med tem text, unlike every other med term text on the market, provides an accessible, carefully sequenced means of learning the medical terminology and anatomy specifically required to understand and apply subsequent ICD-10 coding instruction.

LEARN MORE ABOUT MEDICAL TERMINOLOGY AND ANATOMY FOR ICD-10 IN NEXT WEEK’S ARTICLE.

Download a sample chapter now!

Choose the amount of ICD-10 coverage that's right for your course

Elsevier’s ICD-10 transition plan for core coding textbooks has been updated to give you greater flexibility as you gradually incorporate coverage of ICD-10-CM and ICD-10-PCS into your course.

Now optimized to reflect pre and post ICD-10-CM/PCS implementation, the new transition plan allows you to choose from varying levels of ICD-10 coverage in Elsevier’s core coding textbooks.

The 2012 and 2013 editions of ICD-9-CM Coding: Theory and Practice provide greater emphasis on ICD-9-CM, while Step-by-Step Medical Coding 2012 and 2013 editions include equal coverage of both ICD-9-CM and ICD-10-CM/PCS. Introduced in 2011, ICD-10-CM/PCS Coding: Theory and Practice includes dedicated ICD-10 coverage so you can customize the level of ICD-10-CM/PCS coverage in your course.

To learn more about Elsevier’s ICD-10 core coding texts, visit elsevierhealth.com or contact your Elsevier Education Solutions Consultant.

Transitioning to ICD-10-CM/PCS: Start Now

As today's medical coding students prepare to enter a challenging and ever-changing coding workforce, they need every advantage they can get — including a comprehensive introduction to ICD-10-CM/PCS.

"ICD-10-CM/PCS will require 'raising the bar' for coders," explains Elsevier author and coding expert Karla Lovaasen. "Coders will have to be more knowledgeable about procedures, anatomy and physiology, and medical terminology to code using ICD-10-CM/PCS. The sooner the learning process begins, the better."

To help you keep your course at the forefront of coding education, Lovaasen and co-author Jennifer Schwerdtfeger have partnered with Elsevier to prepare a new version of their popular ICD-9-CM Coding: Theory and Practice text dedicated entirely to ICD-10-CM/PCS.

Available in Fall 2011, ICD-10-CM/PCS Coding: Theory and Practice incorporates core coding principles with the ICD-10-CM/PCS Official Guidelines for Coding and Reporting (OCGR) to deliver the fundamental understanding coders need to prepare for the future of diagnosis coding in hospital and physician settings. View a sample chapter!

2012 ICD-9-CM Coding: Theory and Practice with ICD-10 has also been completely updated and is available in Fall 2011.

To learn more about this and other ICD-10-CM/PCS resources, contact your Elsevier Education Solutions Consultant or visit elsevierhealth.com.

Take the Annual Code Challenge!

Are you ready for ICD-10? Take the Annual Code Challenge and you can enter to win some of the latest annual code books from Elsevier. The winner will receive:

2010 ICD-10-CM Standard Edition (DRAFT)

Carol J. Buck, MS, CPC, CPC-H, CCS-P

ISBN: 978-1-4160-2567-2

2010 ICD-10-PCS Standard Edition (DRAFT)

Carol J. Buck, MS, CPC, CPC-H, CCS-P

ISBN: 978-1-4160-6412-1

2011 ICD-9-CM Vols. 1, 2, and 3 for Hospitals, Professional Edition

Carol J. Buck, MS, CPC, CPC-H, CCS-P

ISBN: 978-1-4377-0209-5

2011 HCPCS Level II, Professional Edition

Carol J. Buck, MS, CPC, CPC-H, CCS-P

ISBN: 978-1-4377-0209-5

Compare your results with a friend and find out who is better prepared for ICD-10!

Play now!

Contest Rules

Earn CEUs while you Learn ICD-10

New ICD-10-CM and ICD-10-PCS Online Modules from Carol J. Buck and Karla Lovaasen let you make the transition from ICD-9 to ICD-10 at your convenience, all while earning continuing education units (CEUs) from the American Academy of Professional Coders (AAPC).
Online and self paced, these modules give you an overview of the new code set, and then teach you how to translate your ICD-9 understanding to ICD-10. Upon successful completion, you earn a certificate of ICD-10 readiness that can be used to claim continuing education units (CEUs) from the AAPC. Prove to employers and colleagues that you are ICD-10-CM and ICD-10-PCS ready with training from Carol J. Buck, Karla Lovaasen, and Elsevier!

ICD-10-CM Online Training Modules 2010
By Carol J. Buck, MS, CPC, CPC-H, CCS-P
- Six interactive modules
- Earn 4 CEUs from the AAPC upon successful completion
- Learn more at http://evolve.elsevier.com/ICD-10/CM

ICD-10-PCS Online Training Modules 2010
By Karla R. Lovaasen, RHIA, CCS, CCS-P
- Five interactive modules
- Earn 2 CEUs from the AAPC upon successful completion
- Learn more at http://evolve.elsevier.com/ICD-10/PCS

Get to Know the New Code Set with ICD-10 Draft Manuals

It’s not yet October 2013, but educators and students alike are gearing up for ICD-10! Now is the time to start familiarizing yourself with these codes, so having a reference manual at your fingertips is essential.

The easy-to-use and straightforward approach you’ve come to expect from Carol J. Buck is available in Draft ICD-10 manuals from Elsevier. 2010 ICD-10 CM and 2010 ICD-10-PCS have been designed by coders for coders to help you easily access and accurately transition to the new code set. Included are the complete 2009 ICD-10-CM & ICD-10-PCS Official Guidelines for Coding & Reporting (OCGR) as well as exclusive Netter’s Anatomy Artwork, giving you the support you need to confidently prepare for the changes to come!

Contact your Elsevier Sales Rep (or email sales.inquiry@elsevier.com) to learn more about ICD-10 Draft Manuals from Elsevier.

GEMs: A Helpful Roadmap to ICD-10-CM

Every journey is easier with a map. Now you can map your course from ICD-9-CM to ICD-10-CM with General Equivalence Mappings (GEMs).

What are GEMs?
General Equivalence Mappings are free, government-authored reference files designed to help you convert data coded in ICD-9-CM to appropriate codes in the ICD-10-CM code set. Published via the United States Centers for Disease Control and Prevention (CDC) ICD-10-CM website, these public domain files make it easier for you to learn how ICD-10-CM works and how to use it.

Access the GEM directory here.

How do GEMs work?
Because very few ICD-9-CM codes have a single direct successor in the ICD-10-CM set, GEMs do not simply translate ICD-9 codes into ICD-10, but instead demonstrate the differences between the two sets and guide you in making informed decisions about how to analyze clinical data and assign the appropriate codes.

Learn more about GEMs here.

Register for updates from icd10educators.com now to ensure that you receive more helpful tips on making a smooth transition to ICD-10-CM!

Understanding ICD-10 Gives Students an Advantage in the Workplace

by Colleen Agee

Former Medical Coder | Elsevier Account Representative, Career Sales

Even with limited coding experience, today's coding students can gain an edge on professional coders already in the workforce. The change from ICD-9 to ICD-10 on October 1st, 2013 will affect all coders, no matter how much experience they may have. Give yourself an advantage by learning about ICD-10 now.

Today's professional coders work with approximately 17,000 codes in the ICD-9-CM code set. After the transition to ICD-10, they'll be working with more than 155,000 codes. With the coding community nervous about the changes, many companies are delaying ICD-10 training for their staff until the 2013 implementation date draws closer. This is your chance to get ahead.

Here are some steps you can take to leverage your understanding of ICD-10 in your job search and early coding career:

• Identify initial ICD-10 training on your résumé. Employers receive many résumés for every open position. While many applicants may have years of professional experience or coding certification, very few are trained on how to code with ICD-10 -- especially in smaller medical offices. This will make your résumé stand out from the rest.
• Mention your ICD-10 experience in your job interview. When discussing your skills, highlight your understanding of ICD-10. This will demonstrate your value to potential employers both as an experienced coder and a source of information for other coders on staff.
• Share your knowledge. Once you're hired, share what you know about ICD-10 with other employees. You'll stand out as a leader among the coders on staff, which will benefit you when your boss is conducting reviews or considering promotions.
• Stay up to date. Show employers your motivation and dedication by following ICD-10 information as it becomes available. You can find ICD-10 updates here and at these other sites:

www.cms.hhs.gov/ICD10

www.ahima.org/ICD10

www.aapc.com/ICD-10

Elsevier's core coding resources already include ICD-10 coverage so you can start your preparation now. Learn more.

Ease your program into ICD-10

Elsevier implements gradual transition plan in annual coding textbooks.

Experts across the coding industry agree that a gradual adoption of ICD-10 coverage is the most effective way to transition your curriculum from ICD-9-CM to ICD-10-CM/PCS.

To guide you through this process and ensure that you're always up to date, Elsevier will progressively shift the focus of its annual coding textbooks -- Buck's Step-by-Step Medical Coding and Lovaasen's ICD-9-CM Coding with ICD-10 -- from ICD-9-CM to the new code set. These texts will increase coverage of ICD-10 each year between now and the October 2013 implementation date. This means that you and your students will always have the amount of ICD-9 and ICD-10 coverage you need, without having to buy additional ICD-10 textbooks or switch from one book to another to cover ICD-9 and ICD-10. Ensure consistent coverage of ICD-9-CM and ICD-10-PCS by teaching students both code sets in the same text, and in the same learning format.

What do you mean by "gradual transition?"

The 2010 editions of Step-by-Step Medical Coding and ICD-9-CM Coding: Theory and Practice focus primarily on current coding standards and practices while providing a basic introduction to ICD-10 through unique features like dual coding. The 2011, 2012, and 2013 editions will increase emphasis on the new code set to help you maintain a seamless transition and ensure effective training for your students.

The chart below illustrates the complete transition timeline, beginning with the 2010 editions available now.

To learn more about these market-leading resources or Elsevier's complete plan for ICD-10 integration, register for updates now or contact your Elsevier Education Solutions Consultant.

From the Elsevier Experts: Is Your Med Term Coverage "Up to Code?"

With changes coming to coding terminology, it’s important to evaluate your program’s med term coverage now.

When is a “resection” really an “excision?”

When it’s coded in ICD-10-PCS. As instructor and author Alice Noblin explains, “Certain common surgical procedures are defined differently in [ICD-10-]PCS than they are in Volume 3 of ICD-9[-CM].”

For example, transurethral resection of the prostate (the process of treating benign prostatic hyperplasia via the removal of tissue from the prostate) will now be coded as transurethral excision of the prostate. “With I-10, if you code it as a transurethral resection, you are coding removal of the prostate. So it’s going to be an adjustment for existing coders, too.”

Noblin, Health Information Management Program Director at the University of Central Florida, recently participated in an ICD-10 training seminar sponsored by the American Health Information Management Association (AHIMA), and noted the potential challenges presented by this new terminology. “Coders and coding students need to know about these changes. Relying on existing terminology will result in miscoding.”

How can you prepare?

As the leader in coding education resources, Elsevier is developing training solutions to help instructors adapt their programs to reflect the changes in terminology for PCS coding. Begin your preparation now by ensuring that your program’s medical terminology coverage is up to date.

Watch for tips on how to help students prepare for the coming changes, and register for updates now to get the latest ICD-10 news and information on Elsevier’s exclusive training program!

Making the Transition to ICD-10 | An Overview from Carol J. Buck!

Learn from coding educator and leading author Carol J. Buck, MS, CPC-I, CPC, CPC-H, CCS-P, as she shares insights learned during her transition from ICD-9-CM coding to ICD-10-CM/PCS. During this web meeting, Carol gives an overview of ICD-10-CM/PCS, highlights some key differences between the two code sets, and discusses potential implications for your curriculum.

View the web meeting now!

Format: Windows Media File | Original Event Date: 09/09/2009 | Time: 33 minutes
Speaker: Carol J. Buck, MS, CPC-I, CPC, CPC-H, CCS-P, Author

What are Dual Codes, and how can they help you prepare for ICD-10?

Maybe you’ve seen the term in the news, or perhaps you overheard someone mention it at the 2009 AAPC conference. But what is Dual Coding, and what does it mean to coders?

“Dual Coding presents both the ICD-9-CM and corresponding ICD-10-CM codes for each procedure side-by-side so users can see the differences between the two code sets at a glance,” explains Michael Ledbetter, Publisher for Elsevier Health Sciences.

Example of dual coding.

Beginning in Fall 2009, Elsevier, the leader in coding education, will incorporate Dual Codes into key coding textbooks to familiarize students and practitioners with correct coding protocols for ICD-10 and help make the transition from ICD-9 easier and more efficient.

Do you have questions about Dual Codes, ICD-10, or anything else related to coding? Ask the Elsevier Experts!

Where Do You Start? Key First Steps to Implementing ICD-10 in Your Classroom

The U. S. Department of Health and Human Services (HHS) announced on January 15 of this year that it would replace the ICD-9-CM code set with ICD-10 in 2013.

What do you do now?

2013 may seem a long way off, but as the leading publisher in coding education, Elsevier is already taking steps to ensure that you have the textbooks and resources you need to start preparing now.

The Elsevier Plan

In order to make your transition to ICD-10 as smooth as possible, Elsevier has developed a comprehensive plan to address your specific concerns and keep you in the know:

• ICD10Educators.com keeps you up to date on the latest news and provides direct feedback and guidance from a panel of expert authors, educators, and industry insiders, lead by bestselling authors Carol J. Buck, Karla Lovaasen, and Jennifer Schwerdtfeger.
• Dual Codes in key coding textbooks will familiarize students and practitioners with correct coding protocols for both code sets beginning in Fall 2009
• ICD-10 Manual Draft versions will publish in late 2009, providing hands-on practice for locating new codes.
• Renowned Netter Anatomy artwork will be added to all of Carol J. Buck's new ICD-9, ICD-10 and HCPCS coding reference books, starting with the 2010 ICDs. This expanded anatomy coverage will help clarify complex A&P concepts, helping support coders and students as they prepare for the more specific A&P in the ICD-10 code set.
• Elsevier’s exclusive co-publishing agreement with the American Medical Association (AMA) ensures that Elsevier’s ICD-9-CM and HCPCS code books will meet the needs of the full spectrum of students, instructors, physicians, coders, and other office staff throughout the transition process.

Watch for more info on these and other pieces of Elsevier’s ICD-10 preparation plan in future updates! Register now to receive the latest news via e-mail!

Amazing Coder Response at AAPC

Thank you to all who stopped by the Elsevier booth or spared a few moments to share their thoughts on coding with me at the 2009 AAPC Conference in Las Vegas! I’ll be posting some of your fantastic comments and ideas soon.

Didn’t make it to the conference? Check back soon for complete coverage from the exhibitor floor!