Healthcare Careers 1 of 3: Professionalism in Allied Health (Certification Prep PS-1011N)
Course Description:
MedCerts PS-1011N is the foundations course 1 of 3 in their online healthcare careers industry certification prep programs. PS-1011N is a required introductory course for either the HI-1100 Medical Billing Specialist program for the target certification: Certified Billing and Coding Specialist (CBCS) or for the HI-3100 Electronic Health Records Specialist program for the target certification: Certified Electronic Health Records Specialist (CEHRS) from the National Healthcareer Association (NHA). To achieve a certification, students must successfully complete all three required courses, earn a high school diploma or GED within the next 12 months, create an account on the NHA Certification Portal, and register to complete the CBCS or CEHRS national certification exam either at your school, a PSI testing center near you, or through live remote proctoring at the location of your choice.
This course will benefit anyone considering a career in allied health, as well as those already working the field. Allied Health Professionals must be committed to the key attributes of professionalism and strive to reflect this within the delivery of patient-centered, safe, and effective care. “Professionalism” is a broad term which reflects many different skills and abilities. For an individual to exhibit professionalism, they must be armed with specific skills and abilities that do not always show up within certification requirements, or even within career training curriculum. Soft skills are hard to measure and are typically less well-defined than hard skills. However, soft skills are what set many job candidates apart. Professionalism is not just what one knows. It is how one does their job, how one behaves, and how one comes across as they interact with others.
The purpose of this course is to support students with soft skills training that will provide the tools needed to demonstrate a higher level of professionalism on the job. Key components of the course focus on patient interaction, proper office behavior, medical ethics, diversity and cultural bias, emotional strength, professional appearance, and communication. The course maintains a focus on the key attributes that are true markers of professionalism.
This course was created with input from healthcare professionals working in the field, healthcare employers that hire our graduates, professional educators, and even former MedCerts students. The end-result is a collection of modules that touch on the soft skills that are truly important in the real world of allied healthcare. In this course, students are engaged through scenario-based learning that allows for real interaction with virtual coworkers and patients. Additionally, game-based activities keep students engaged and entertained throughout their learning journey.
Course Details:
| Course Title (District): | Healthcare Careers 1 of 3: Professionalism in Allied Health (Certification Prep PS-1011N) | ||||||||||
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| Course Title (NCES SCED) : | Health Care Occupations—Comprehensive | ||||||||||
| Course Provider : | Michigan Virtual | ||||||||||
| Content Provided By : | MedCerts | ||||||||||
| Online Instructor Provided By : | Michigan Virtual | ||||||||||
| Standards Addressed : | None | ||||||||||
| Alignment Document : | https://www.nhanow.com/get-certified | ||||||||||
| Academic Terms : | Trimester | ||||||||||
| NCES SCED Code : 14002 |
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How To Enroll:
| Enrollment Website : | https://slp.michiganvirtual.org/ |
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| Email : | [email protected] |
| Phone : | (888) 889-2840 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
- Demonstrate an understanding of the expectations of an allied healthcare professional in the workplace
- Define self-talk and its effect on performance and the patient experience
- List strategies for demonstrating a positive attitude and managing change
- Discuss the keys to successful time management
- Explain desired attributes of the healthcare professional
- Discuss emotional intelligence and its positive impact on patients
- Describe emotional workplace challenges
- List advantages of optimism and disadvantages of pessimism
- Define and set goals to increase self-esteem and emotional strength
- Define the key skills to building trusting relationships with coworkers and patients
- Discuss the importance of conveying empathy
- Demonstrate understanding of the vital skills necessary for multicultural competence
- List the five conflict management styles and discuss conflict resolution skills
- Demonstrate understanding of how to reframe and eliminate conflict with coworkers and patients
- Explain the importance of teamwork and impact on the patient
- List communication skills and describe their contribution to problem solving
- Discuss challenges and solutions for interaction with special patient groups
- Demonstrate understanding of how professional communication skills contribute to a successful patient care experience and patient satisfaction
- Maintain solution-oriented conversations, manage conflict, and build self confidence
- Explain professional behavior and how to model it
- List appropriate professional attire and personal hygiene
- Discuss the importance of following rules and regulations and confidentiality guidelines
- Demonstrate understanding of critical thinking and taking accountability as a contributing team member
Additional Cost Description:
None
Upon completion of this course, students will be able to...
NSQ National Standards for Quality Online Courses: Fourth Edition (2025)
| Rating | Comments | |
|---|---|---|
| A1: A course overview and syllabus are included in the course. | Pilot: Review Pending | |
| A2: Minimum computer skills and digital literacy skills expected of the learner are clearly stated. | Pilot: Review Pending | |
| A3: The instructor’s biographical information and information on how to communicate with the instructor are provided. | Pilot: Review Pending | |
| A4: Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. | Pilot: Review Pending | |
| A5: Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided. | Pilot: Review Pending | |
| A6: Grading policies and practices are clearly defined in accordance with course content learning expectations. | Pilot: Review Pending | |
| A7: The course instructions articulate or link to a clear description of the technical support offered and how to obtain it. | Pilot: Review Pending | |
| A8: Learners are offered an orientation prior to the start of the course. | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| B1: The course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course. | Pilot: Review Pending | |
| B2: Where applicable, the course content is aligned with accepted state and/or other accepted content standards. | Pilot: Review Pending | |
| B3: Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum. | Pilot: Review Pending | |
| B4: Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned with the content delivered. | Pilot: Review Pending | |
| B5: The course content and supporting materials reflect different perspectives and provide non-stereotypical forms of representation. | Pilot: Review Pending | |
| B6: The course materials (e.g., textbooks, primary source documents, Open Education Resources “[OER])” that support course content standards are accurate and current. | Pilot: Review Pending | |
| B7: The course is free of adult content and avoids unnecessary advertisements. | Pilot: Review Pending | |
| B8: Copyright and licensing status for any third-party content is appropriately cited and easily found. | Pilot: Review Pending | |
| B9: Documentation and other support materials are available to support effective online course facilitation. | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| C1: The course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. | Pilot: Review Pending | |
| C2: The course’s content and learning activities promote the achievement of the stated learning objectives or competencies. | Pilot: Review Pending | |
| C3: The course is organized by units and lessons arranged in a logical sequence. | Pilot: Review Pending | |
| C4: The course content is appropriate to the reading level of the intended learners. | Pilot: Review Pending | |
| C5: The course design includes introductory assignments or activities to engage learners within the first week of the course. | Pilot: Review Pending | |
| C6: The course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. | Pilot: Review Pending | |
| C7: The course provides regular opportunities for learner-learner interaction. | Pilot: Review Pending | |
| C8: The course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress. | Pilot: Review Pending | |
| C9: Course instructional materials and resources present content in an effective, engaging, and appropriate manner. | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| D1: Learner assessments align with stated course, unit, or lesson-level objectives or competencies. | Pilot: Review Pending | |
| D2: Valid course assessments measure learner progress toward understanding of content. | Pilot: Review Pending | |
| D3: Assessment practices provide frequent and varied opportunities for self-monitoring and reflection of learning. | Pilot: Review Pending | |
| D4: Assessment materials provide the learner with the flexibility to demonstrate their understanding in a variety of ways. | Pilot: Review Pending | |
| D5: Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners. | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| E1: Course navigation is logical, consistent, and efficient from the learner’s point of view. | Pilot: Review Pending | |
| E2: The course design facilitates readability. | Pilot: Review Pending | |
| E3: The course provides accessible course materials and activities to meet the variable needs of learners, following Universal Design for Learning principles. | Pilot: Review Pending | |
| E4: Multimedia in the course is easy to use. | Pilot: Review Pending | |
| E5: Vendor accessibility statements are provided for all technologies required in the course. | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| F1: All technologies and tools included for use as part of the course ensure that learner privacy is protected in accordance with the Acceptable Use Policy and applicable law. | Pilot: Review Pending | |
| F2: The course tools further the learning objectives and course competencies. | Pilot: Review Pending | |
| F3: The course technology allows for customization and personalization. | Pilot: Review Pending | |
| F4: The course operates within a platform to score and record assessments and calculate earned course points or grades. | Pilot: Review Pending | |
| F5: Courses utilize emerging technologies that can enhance the learning experience, prioritizing learners and outcomes. | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| G1: The course uses multiple methods and sources of input for assessing course effectiveness. | Pilot: Review Pending | |
| G2: The course is regularly reviewed to ensure that the course is current and relevant. | Pilot: Review Pending | |
| G3: The course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. | Pilot: Review Pending |
Review Conducted By: Michigan Virtual
Date of Review:
10/09/2026
Lesson 1 - Managing Work Expectations and Patient Interactions
Lesson 2 - Managing Emotions
Lesson 3 - Work Relationships and Patient Interactions
Lesson 4 - Successful Interactions and Professional Communication
Lesson 5 - Professional Behavior for Allied Health Careers
Final Assessment – Professionalism in Allied Health
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
|---|---|---|---|---|---|---|---|---|---|
| Trimester | 04/01/2026 | 09/11/2026 | 07/01/2026 | 09/04/2026 | 08/21/2026 | 10/02/2026 | 100 | $640 |
| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
|---|---|---|---|---|
| Trimester | 04/01/2026 | 09/11/2026 |
Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube. MedCerts programs require a PC, Mac, or Chromebook device for training. Google Chrome is the preferred browser for training. Please note, while some activities may work on a mobile device or tablet, MedCerts programs are not designed to be used on these devices. Mobile devices and tablets are therefore not considered supported devices.
Ensure that your school or district network and device administrator establishes network access permissions or exceptions for online resources relevant to the course in which you are choosing to enroll. Ref., Michigan Virtual Course Allow List
Please review the Michigan Virtual Technology Requirements.