1520 Decoding Neurophobia – Insights from an Undergraduate Neuroanatomy Course Article Swipe
Rohan Bhate
,
Jordan Colman
,
Terri Fowler
,
James Hayley
,
Neha Kallam
,
Tsz Lun Allenis Mak
,
Frank E. Matthews
,
Emma Norton
,
Daniel R. Richardson
·
YOU?
·
· 2021
· Open Access
·
· DOI: https://doi.org/10.1093/bjs/znab259.908
YOU?
·
· 2021
· Open Access
·
· DOI: https://doi.org/10.1093/bjs/znab259.908
Introduction Neurophobia is a common multifaceted issue amongst students studying medical sciences at an undergraduate level associated with difficulty in understanding neuroscience topics and ongoing negative perceptions of clinical neurosciences. We sought to examine whether neurophobia was present even amongst students who participated in an extracurricular neuroanatomy teaching course. Method Prior to the beginning of a twelve-week online neuroanatomy course, delegates were asked to complete a short questionnaire examining perceptions of neurophobia and specialities of interest. This was repeated after the course. This course was open to all undergraduate students in the UK and covered material beyond the remits of the undergraduate curriculum. Results From the 166 signups, 98 students completed the pre-course questionnaire. As expected, the majority of students (n = 83) taking part did not identify as neurophobic, describing the subject area as ‘interesting’, ‘enjoyable’ and ‘challenging’. Students who identified as neurophobic described neuroanatomy as ‘complex’ or ‘overwhelming’. Some students (n = 12) continued to describe themselves as neurophobic at the end of the course, despite this 7 of those students continue to consider a future career in a neuro-related speciality. Conclusions The fact that students with Neurophobia attended this extra-curricular course speaks volumes of how perception and self-motivation of a student are important for learning a subject. All students who participated in this course recognised the complexity and interesting nature of neuroanatomy. This experience highlights the challenge of medical educators to provide teaching experiences that are stimulating and enjoyable, but not overwhelming.
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- Type
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- Language
- en
- Landing Page
- https://doi.org/10.1093/bjs/znab259.908
- https://academic.oup.com/bjs/article-pdf/108/Supplement_6/znab259.908/40562865/znab259.908.pdf
- OA Status
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- Related Works
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- OpenAlex ID
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Raw OpenAlex JSON
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https://openalex.org/W3206262810Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.1093/bjs/znab259.908Digital Object Identifier
- Title
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1520 Decoding Neurophobia – Insights from an Undergraduate Neuroanatomy CourseWork title
- Type
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articleOpenAlex work type
- Language
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enPrimary language
- Publication year
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2021Year of publication
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2021-09-01Full publication date if available
- Authors
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Rohan Bhate, Jordan Colman, Terri Fowler, James Hayley, Neha Kallam, Tsz Lun Allenis Mak, Frank E. Matthews, Emma Norton, Daniel R. RichardsonList of authors in order
- Landing page
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https://doi.org/10.1093/bjs/znab259.908Publisher landing page
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https://academic.oup.com/bjs/article-pdf/108/Supplement_6/znab259.908/40562865/znab259.908.pdfDirect link to full text PDF
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YesWhether a free full text is available
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bronzeOpen access status per OpenAlex
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https://academic.oup.com/bjs/article-pdf/108/Supplement_6/znab259.908/40562865/znab259.908.pdfDirect OA link when available
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Curriculum, Medical education, Neuroanatomy, Perception, Subject (documents), Medicine, Subject matter, Mathematics education, Psychology, Pedagogy, Neuroscience, Psychiatry, Computer science, Library scienceTop concepts (fields/topics) attached by OpenAlex
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