Teaching Nutrition to the Left and Right Brain: An Overview of Learning Styles

Abstract

Functioning effectively as a veterinarian requires proficiency in multiple learning styles. Whether the goal is to design a nutrition course, plan a veterinary curriculum, or help students develop interpersonal, communication, and leadership skills, students benefit when content, design, and delivery are balanced to meet their learning-style preferences. An overview of four different learning style models is presented: the Myers-Briggs Type Indicator (MBTI), Kolb's Learning Style Model, the Felder-Silverman Learning Style Model, and the Herrmann Brain Dominance Instrument (HBDI). A whole-brain approach (HBDI) was used in the development and implementation of the small-animal clinical nutrition course at the University of Minnesota College of Veterinary Medicine. One educational objective of this course is to help students develop mental dexterity, increasing their proficiency in both their preferred and their less preferred modes of learning. The instructional goals are to deliver the content of the small-animal clinical nutrition course through exercises that meet the needs of learners in each thinking quadrant (left and right, cerebral and limbic) at least part of the time. Examples of exercises are presented to portray a balanced or whole-brain approach to teaching clinical nutrition.