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Affective learning in medical education

E Kahn, S L Lass, R Hartley

    Journal of Medical Education
    |August 1, 1981
    PubMed
    Summary

    Medical students navigate distinct phases of affective learning, particularly concerning professional knowledge and attitudes towards patient care and mortality. This study developed an instrument to evaluate these crucial developmental stages.

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    Area of Science:

    • Medical Education
    • Psychology
    • Affective Learning Theory

    Background:

    • Affective learning is critical for medical professionals.
    • Understanding students' emotional development regarding professional knowledge and patient care is essential.

    Purpose of the Study:

    • To test a theory of affective learning in medical students.
    • To develop an instrument for evaluating affective learning.

    Main Methods:

    • A two-year observational study (1977-1979) involving 70 first-year medical students.
    • Data collection via a behavior checklist during small group discussions.
    • Observer reliability was assessed.

    Main Results:

    • Student progress through defined phases of affective learning was observed.
    • Findings supported the proposed affective learning theory.

    Conclusions:

    • The study validated a theory of affective learning in a medical student cohort.
    • The developed instrument can assess affective learning in medical education.

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