Medical technology students must demonstrate competent cognitive, psyc
homotor, and affective behavior skills to assume professional roles. W
e identified the affective behaviors assessed in 189 medical technolog
y programs and compared the assessment of these behaviors in hospital-
based and college- and university-based programs. Most medical technol
ogy programs have affective domain assessment instruments and objectiv
es. The five affective behaviors assessed most frequently were dependa
bility regarding time, initiative, interrelationships with professiona
l personnel and peers, judgment, and ability to respond to professiona
l direction. Our findings indicated that a national consensus exists r
egarding the affective behaviors assessed and that a professional cult
ure is emerging.