Neurophobia: A Side Effect of Neuroanatomy Education?
Lecturers’ perceptions
Medical education, neurophobia
Neuroanatomy education
Undergraduate education
Journal
Journal of medical systems
ISSN: 1573-689X
Titre abrégé: J Med Syst
Pays: United States
ID NLM: 7806056
Informations de publication
Date de publication:
22 Nov 2022
22 Nov 2022
Historique:
received:
19
09
2022
accepted:
02
11
2022
entrez:
23
11
2022
pubmed:
24
11
2022
medline:
26
11
2022
Statut:
epublish
Résumé
Neuroanatomy in the medical curriculum tends to be challenging for both lecturers and students. Students and lecturers perceive the relevance and importance of neuroanatomy differently. If not taught sufficiently, students develop a dislike or fear (termed neurophobia) for the subject. This fear prevents them from being receptive to the teaching and consequently applying the neuroanatomy knowledge in the clinical environment. Information on the approach and perception of undergraduate neuroanatomy lecturers in South Africa regarding neuroanatomy in the medical curriculum is scarce and inconclusive. A study was undertaken to explore the attitudes and perceptions of neuroanatomy lecturers towards the relevance of neuroanatomy, as well as the teaching techniques and approach thereof, in the medical curriculum. In order to determine whether the lecturers' teaching approach and attitudes could be a contributing factor to neurophobia. In a cross-sectional qualitative study, neuroanatomy lecturers from the nine South African medical schools were invited to complete an anonymous online questionnaire. Results were thematically analysed and grouped. Lecturing staff from seven of the medical schools participated in this study and included fourteen respondents. The respondents classified themselves mainly as either proficient (78.6%) or experts (15.8%) in their neuroanatomy teaching experience. All the respondents acknowledged that neuroanatomy is important in their students' medical training. A lecturer's perceptions and attitude towards the subject or content, greatly affect the facilitation approaches and techniques used. This might have far- reaching consequences for students as it might impact on their attitude towards the content.
Identifiants
pubmed: 36418787
doi: 10.1007/s10916-022-01885-1
pii: 10.1007/s10916-022-01885-1
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
99Informations de copyright
© 2022. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
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