When we reflect on medical education as a whole, novelty in structure and content promotes growth and enhances student outcomes. The teaching of neurology is no different and presents a more unique hurdle in its instruction considering the well-described phenomenon of neurophobia. With the burden of neurological diseases on the rise, there is a heightened demand for medical educators to understand the possible causes of this educational misalignment and implement solutions necessary to ensure adequate education of students. In this study, we describe a novel approach to neurology education for second-year medical students to stimulate neurophilia, incorporating evidence-based approaches within the identified areas-Active Learning Pedagogies, Diagnostic and Clinical Reasoning, Use of Technology, Field Exposure and Mentorship, and Innovation. Students demonstrated superior academic performance on the National Board of Medical Examiners (NBME) neurology assessments and generally positive feedback on the use of innovative approaches to teaching and learning. Overall, we propose this method of teaching neurology as a model educational platform that aims to reduce neurophobia and promote neurophilia.
Keywords: medical educaiton; neurology; neurology medical education; neurophobia; pre-clinical medical education.
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