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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
