Appropriate Use of Medical Billing and Coding Procedures after Classroom Instruction: Knowledge and Confidence in Doctor of Physical Therapy Student Across Two Universities

Abstract

Purpose: Accurate billing practices are essential for clinicians, insurance payers, patients and employers. Proper documentation ensures high-quality care, justifies medical necessity, and protects stakeholders. Existing literature covers ethical dilemmas and inadequacies in healthcare educational programs. The purpose of this study was to assess Doctor of Physical Therapy (DPT) student knowledge and confidence in the application of medical billing and coding. Methods: Prospective analysis of written exams and self-reported confidence before and after classroom instruction in two DPT programs. Instruction covered documentation, common physical therapy CPT code selection and application of units billed based on payor guidelines (Medicare, private insurance). Results: Data from 185 DPT students (71.4% 1st-year students, 64% female) were recorded. Third-year DPT students had higher exam scores (pConclusion:After instruction, units billed improved, but use of appropriate CPT codes did not. Third-year DPT students scored higher on exams and self-reported confidence than 1st-year students. A correlation was seen between exam scores and weeks spent in clinical education. Consistent classroom instruction on appropriate use of CPT codes and billing units is important to clinical practice. Application in a clinical setting may be necessary to prepare providers for independent practice upon graduation.

Author Bio(s)

Jamie Way, PT, DPT, PhD Assistant Professor in the Department of Physical Therapy & Health Science at Bradley University in Peoria, IL. Dr. Way is engaged in clinical practice with OSF St. Mary Medical Center.

Breanna (Bre) Reynolds, PT, DPT, PhD, FAAOMPT is a licensed Physical Therapist and Associate Professor at South College in Knoxville, Tennessee. She teaches musculoskeletal curricular content as well as evidence-based practice and cultural competency. Dr. Reynolds is engaged in clinical practice with Rock Valley Physical Therapy.

Teresa Elliott-Burke, PT, DPT, MHS is a Clinical Professor & Academic Clinic Coordinator in the College of Health Sciences at Midwestern University in Downers Grove, IL. She is also a licensed physical therapist in the state of Illinois.

Kristina M. Latva, PT, DPT, EdD is the Director of Clinical Education and Assistant Professor in the Department of Physical Therapy & Health Science at Bradley University in Peoria, IL. She is also a licensed physical therapist in Michigan and Illinois.

Acknowledgements

None

Recommended Citation

Way JS, Reynolds B, Elliott-Burke T, Latva KM. Appropriate Use of Medical Billing and Coding Procedures after Classroom Instruction: Knowledge and Confidence in Doctor of Physical Therapy Student Across Two Universities. The Internet Journal of Allied Health Sciences and Practice. 2026 Jun 09;24(2), Article 26.

title page.docx (13 kB)
Title Page
Figure 1 Pre-Test Scores.jpg (68 kB)
Figure 1 Pre Test Scores
Rev 1 Figure 2 Exam Scores Pre Post per Year (2).jpg (42 kB)
Exam Scores Before and After Classroom Instruction: Pre-Test to Post-Test Changes
Rev 1 Figure 3 Self Report Confidence Scores Pre Post per year.jpg (48 kB)
Self-Reported Confidence Scores Before and After Classroom Instruction: Pre-Test to Post-Test Changes
Rev 1 Table 1 Demographics.docx (1820 kB)
Table 1. Demographic Information
Table 2. Relationship Between Scores and Clinic Education or Pro Bono Clinic Time.jpg (47 kB)
Table 2. Relationship between Scores and Clinic Education or Pro bono Clinic Time
Appendix A_PreTest.docx.pdf (76 kB)
Appendix A
checklist.pdf (151 kB)
Checklist
OutptRehabTherapyCoding.pdf (224 kB)
CMS Outpatient Rehab Billing

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