Affective learning in medical education.

The purpose of this study was to test a theory of affective learning and to develop a data-gathering instrument for evaluation of affective learning. Two primary areas of affective learning were conceptualized for study: coping with feelings about professional knowledge and coping with feelings about the necessity for development of professional attitudes toward illness and disability and toward death and dying. This two-year study project (1977-1979) involved a total of 70 first-year medical students. Data were obtained by means of observing students in small group discussions. The observation instrument consisted of a checklist of behaviors. Observer reliability was tested. Study results suggested that students progress through phases of affective learning as described in the theory. Implications of the findings are discussed.