Abstract
Medical technology students must demonstrate competent cognitive, psychomotor, and affective behavior skills to assume professional roles. We identified the affective behaviors assessed in 189 medical technology programs and compared the assessment of these behaviors in hospitalbased and college- and university-based programs. Most medical technology programs have affective domain assessment instruments and objectives. The five affective behaviors assessed most frequently were dependability regarding time, initiative, interrelationships with professional personnel and peers, judgment, and ability to respond to professional direction. Our findings indicated that a national consensus exists regarding the affective behaviors assessed and that a professional culture is emerging.
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