Abstract
This is the second article of a two-part series on patient education. This article builds on the first one by discussing some of the unique considerations in providing patient education in the nuclear medicine department. Concrete strategies for nuclear medicine technology practice are discussed here. After reading this article, the technologist should be able to: (a) describe the affective and technical aspects of the nuclear medicine technologist's role as a patient educator; (b) identify some strategies that nuclear medicine technologists can use to become better teachers; and (c) describe factors that affect patient learning in the nuclear medicine department and some approaches to overcome or minimize learning barriers.
