Right Brain Learners

I agree with SFCCardiac. Vary your approach, but don't put the full responsibility for the learning onto your shoulders. The students should also take some responsibility for reviewing the material in a way that suits their individual learning styles and preferences.

Perhaps you could suggest some ways to them to review that would touch on a variety of learning styles. By doing that, you lead them to the "water," but they have to take the final step and choose to drink it.

As for pharmacology class .... I always thought much of that class involved unnecessary memorization. I only had a "mini" pharm class as an undergraduate and thought it was quite adequate. We never had to memorize as much as a lot of schools require. We learned the underlying principles of how the different types of drugs work. That's it. Then, while taking care actual patients, we learned the specifics about the drugs they were taking. By integrating the drug actions with the study of the disease and the care of the patient, it helped us learn the most commonly used drugs because we weren't merely memorizing disconnected facts.

If you focus on meaning, implications, application, etc. and "make it real" with actual patient case studies ... the right brain people should be able to relate to it better AND everyone will get a better course. (Though you might already be doing that. You didn't say in your post. I just know that a lot of undergrad pharm classes contain way to much memorizing of disjointed facts.)

llg

Hey! Vickie ! Thanks for sharing some of the details of the 4MAT system. Now that I see it, I can see that it is based on David Kolb's work on experiential learning. That's where the for steps of learning come from (Concrete Experienc, Reflective Observation, Abstract Conceptualization, Active Experimentation). I have used that theory (and some of his learning mateirals) for many years.

At my hospital, I even teach a class of learning styles using Kolb's materials. There is tons of material on it. I'm not sure how to best go about sharing it with you ... there is so much.

But ... I "believe in" the Kolb theory and use it CONSTANTLY in my work -- and have used it in many projects. It's Sunday afternoon now and I am at home and not in a work mode. I'll PM you to establish that link and we can "talk" about it some more this week while I am at work and have my references handy.

Oh ... and while my hospital teaches all staff members about learning styles and helps them identify their own style, we do NOT allow them to use that as an excuse not to learn. We tell them to use their strengths to help them learn difficult material ... but that they eventually must do all steps of the learning process to maximize their learning and that they should be always working on improving their weaker areas. They need to understand that we are teaching a group of people whose strengths and styles differ -- and that we will provide a variety of types of experiences so that everyone gets a little something of what they like -- but no one will get it all presented in their preferred style. We tell them to: Use their strengths: work on improving your weaknesses.

llg