E/M coding is one of the core elements of the medical practice revenue cycle process. Whether medical decision-making or time-based rules apply, it’s vital that practices, from physicians to coders, are fully up to speed.
That’s where E/M education comes in. Corella Lumpkins, CPC, CPCO, CDEO, CPB, CPMA, CPPM, CRC, CVBA, CPC-I, CEMC, CCS, CCS-P, CHC, manager of coding, compliance and provider education at Loudoun Medical Group P.C., shares her thoughts on the challenges and opportunities of E/M-centered teaching.
Lumpkins is a featured speaker at the
2026 Billing & Compliance Summit, where she will cover the session “E/M Leveling Like an Expert: Solve MDM and Time-based Challenges.”
Part B News checked in with Lumpkins for further insight.
Part B News: Your session covers learning E/M office visit encounters from a teaching perspective. Why is that so important for medical practices?
Lumpkins: One of the biggest misconceptions in health care is that if someone can assign an E/M level, they automatically know how to teach it. They don’t. E/M coding is one of the most nuanced topics in health care, yet it’s often taught by memorization instead of understanding.
When providers and coders truly understand the “why” behind medical decision-making (MDM) and time-based coding — not just the rules — they make better decisions, communicate more effectively and document with greater confidence. That translates into more accurate reimbursement, fewer denials, stronger compliance and less frustration for everyone involved.
This session isn’t just about selecting the correct E/M level — it’s about learning how to teach others to think through the decision-making process. Once that happens, the light bulb comes on, and E/M becomes far less intimidating.
PBN: What are some of the most common challenges you see when training on E/M leveling?
Lumpkins: The biggest challenge isn’t understanding the guidelines — it’s understanding how to apply them consistently. Many educators focus on definitions instead of clinical reasoning, leaving learners overwhelmed by tables, terminology and exceptions.
I also see people trying to “count bullets” in an MDM world. Others struggle with distinguishing data from documentation, interpreting risk appropriately, or knowing when time truly determines the code. There’s also confusion on what should be credited for the E/M leveling and what we can be validated for risk adjustment.
During this session, we’ll simplify these concepts into practical teaching strategies that help learners stop memorizing rules and start recognizing patterns. My goal is for attendees to walk away with techniques they can immediately use to train providers and coding teams with greater confidence and consistency.
PBN: Can you share any big wins you’ve seen by taking a more in-depth teaching approach to E/M office visit services?
Lumpkins: Absolutely. The biggest transformation I’ve witnessed isn’t simply improved coding accuracy — it’s a complete shift in confidence.
I’ve seen providers who dreaded coding conversations become active partners in documentation improvement. I’ve watched coding teams move from debating E/M levels to confidently defending them during payer audits. Organizations have reduced unnecessary queries, improved coding consistency across multiple specialties, strengthened audit outcomes and created a common language between clinicians and coders.
When people finally understand the logic behind E/M leveling instead of memorizing guidelines, everything changes. That’s the transformation I hope attendees experience during this session — because once you can teach E/M effectively, you can elevate the performance of an entire organization.