| Course | HA415 Health Care Policy and Economics |
|---|---|
| Unit | Unit 9 |
| Paper type | Seminar reflection |
| Length | About 820 words, 5 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | BS in Health Care Administration |
| Updated | October 2026 |
Free sample paper for HA415 Unit 9
Six Years of Chart Review and One Argument I Could Not Answer: A Seminar Reflection on a Debate Over Coding Intensity in Medicare Advantage, What Moved Me Partway and Where I Still Would Not Move
[Student Name]
Purdue University Global
HA415: Health Care Policy and Economics
Unit 9 Seminar Reflection
[Instructor Name]
[Date]
The writer's work history and the seminar exchange are composite; the reflection shows the form of a seminar response and does not describe a real plan or person.
The Rule Under Debate
Medicare pays Medicare Advantage plans a monthly amount for each enrollee, adjusted by a risk score built from the enrollee's diagnoses. More recorded diagnoses mean a higher score and a higher payment. CMS applies an across-the-board reduction to account for plans coding more intensively than traditional Medicare. The seminar debated whether that reduction should be larger.
My Starting Position
I argued against a larger cut. In my old job, I reviewed charts to find diagnoses that physicians had documented but nobody had coded. Every code I submitted was supported by the record. Traditional Medicare, I said, undercodes because nobody has a reason to code completely, so Medicare Advantage scores are more accurate, not inflated. I was defending the accuracy of each code, and my classmate was not disputing it; she was asking what happens to the payment when one side codes everything and the other does not.
The Argument That Moved Me
My classmate, who works in a hospital finance office, made a simple point. Risk adjustment compares Medicare Advantage enrollees with traditional Medicare beneficiaries. If plans code completely and traditional Medicare does not, the same person receives a higher score in a plan than outside it, and Medicare pays more for that person without any change in health. She cited a study that followed people who switched into Medicare Advantage and found their risk scores rose compared with similar people who stayed in traditional Medicare (Geruso & Layton, 2020). Another analysis measured how much faster risk scores grew in Medicare Advantage than in traditional Medicare for comparable populations (Kronick & Welch, 2014). I had no answer. I had always asked whether each code was true. She was asking whether the payment system could tell the difference between true codes found by effort and the same conditions left uncoded elsewhere.
Where I Moved
I now accept that coding intensity raises payments to Medicare Advantage plans above what the same enrollees would cost in traditional Medicare, and that the current reduction may be too small. The Medicare Payment Advisory Commission has reported for several years that Medicare Advantage risk scores are higher than they would be for the same people in traditional Medicare (Medicare Payment Advisory Commission, 2024).
Where I Did Not Move
I still do not accept that all extra coding is gaming. Some conditions really are undercoded in traditional Medicare, and plans that find and manage them may improve care. I argued in the second round that the fix should be a larger adjustment combined with better coding in traditional Medicare, not a ban on chart reviews. Several classmates disagreed, and I have not changed my mind on that point.
How My Experience Still Helped
My chart review years were not useless in the debate. When a classmate suggested that plans simply invent diagnoses, I could explain how codes are audited and why most chart review findings are documented by a physician. That point helped the group separate two different problems: false codes, which audits can catch, and complete coding of real conditions, which audits cannot fix because the codes are true. Making that distinction was my most useful contribution, and it came from the work I had arrived to defend.
What I Learned About Arguing
I came to defend my old work and spent the first round defending something nobody had attacked. The useful question was not whether my codes were honest but what the system did with them. I want to listen for the actual claim before answering next time.
What I Would Tell My Former Colleagues
The work they do is accurate, but its effect on payment depends on a comparison they do not control. If traditional Medicare coding stays incomplete, a fair system has to adjust for the gap, even if each chart review is honest.
What Still Puzzles Me
I am unsure how large the right adjustment is. Estimates differ, and a cut that is too large would punish plans that code accurately and care for sick enrollees well. I would want to see evidence by plan, not only averages. I would also want to know whether plans with the highest coding intensity deliver better care for the conditions they code, since that would change how I judge the extra payment. If they do, part of the payment may be buying something real; if they do not, the case for a larger cut is stronger.
References
Geruso, M., & Layton, T. (2020). Upcoding: Evidence from Medicare on squishy risk adjustment. Journal of Political Economy, 128(3), 984-1026. https://doi.org/10.1086/704756
Kronick, R., & Welch, W. P. (2014). Measuring coding intensity in the Medicare Advantage program. Medicare & Medicaid Research Review, 4(2), E1-E19. https://doi.org/10.5600/mmrr.004.02.sa06
Medicare Payment Advisory Commission. (2024). Report to the Congress: Medicare payment policy. MedPAC.
The Purdue Global HA415 Unit 9 instructions
Unit 9 usually builds a written assignment around a live seminar debate, or a written option built on the same prompt, about a health policy question. Instructions typically ask for the policy under debate, the student's starting position, the strongest counterargument, what changed and what did not, and lessons for future reasoning. Write as I, cite in APA format the research raised during the debate and keep classmates and employers composite. Instructors value honesty about both movement and resistance, since a reflection in which the writer changes everything, or nothing, tends to show less thinking than one that shifts partway and explains why. Name the policy precisely before you describe the debate.
Inside the HA415 Unit 9 example
The sample states the rule under debate, with a margin note on organizing around movement. The writer's starting position defends the accuracy of each code, and the highlighted sentence says the classmate was asking a different question. The classmate's argument is recorded in full, citing studies of upcoding and of coding intensity, with a margin note. Where the writer moved cites the federal advisory commission's findings. Where the writer did not move, what the writer's experience still added with a third note, lessons about arguing, advice to former colleagues about the comparison they do not control and an open question about the right size of the adjustment close the reflection.
Where the points sit in the HA415 Unit 9 rubric
Seminar reflection rubrics in HA 415 give credit for stating the policy, presenting the starting position, engaging the counterargument, explaining the change, applying economic concepts, using sources and writing with a clear voice. Graders award policy points for a precise, narrow statement of the rule under debate. Position points go to a fair account of the writer's view. Counterargument points reward stating the other side at its strongest. Change points require explaining what moved and what did not. Concept points go to economic reasoning such as incentives. Source points need research from the debate. Reflections that credit what the writer's experience contributed, alongside what it missed, often earn top marks, since they show balanced judgment.
Common HA415 Unit 9 mistakes, and how to avoid them
Reflections often lose points by summarizing the debate rather than examining the writer's own thinking. Another gap is a conversion story in which the writer abandons every earlier view, which can read as unconsidered. Some papers misstate the policy. Others cite no research. State the rule narrowly, present your starting view fairly, record the strongest counterargument, explain what moved you and where you still disagree and why. Then name one thing you would do differently in the next debate. Bringing your work experience into the account adds credibility, as long as you also say where that experience limited your view. Quote the counterargument briefly, letting readers weigh it for themselves.
Get an HA415 Unit 9 example written to your instructions
Which rule did the Unit 9 debate turn on, and which side did you start on? Send both, or the prompt for the written alternative, with the rubric and any reading the debate drew on. The reflection returns in 24-48h tracking how your position moved and where it held, classmates by role, and first samples are free. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
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HA415 Unit 9 questions, answered
Where can I find a free HA415 Unit 9 sample paper?
This page holds the full HA415 Unit 9 seminar reflection on a debate over Medicare Advantage coding intensity, written by a composite former chart reviewer, with three sources. Your own debate can be reflected on the same way.
What is coding intensity in Medicare Advantage?
The tendency of plans to record more diagnoses than traditional Medicare for similar people, which raises risk scores and payments.
Why does complete coding raise Medicare payments?
Risk scores are compared with traditional Medicare, where coding is less complete, so the same person scores higher in a plan.
Is all extra coding in Medicare Advantage improper?
Not necessarily; many codes are accurate, but complete coding alone can still raise payments relative to traditional Medicare.
How long is the HA415 Unit 9 reflection?
Close to three pages in the first person, organized around what changed and what did not.