Moving beyond neurophobia to cultivate the neuroquisitive learner
Year: 2026
Type: article
Abstract: "Neurophobia," a pervasive fear of the neurological sciences, poses a significant barrier in medical education, affecting learners and physicians worldwide. Its consequences are far-reaching, contributing to a limited neurology workforce and diminished confidence among non-specialists in managing neurological conditions. The inherent complexity of neuroanatomy is a primary contributor to neurophobia, often overwhelming learners and contributing to a loss of confidence that hinders meaningful learning and competent application of concepts. While many educational interventions have sought to mitigate this fear, this discursive article proposes a more foundational shift toward proactively cultivating a "neuroquisitive mindset"-an active state of curiosity and engagement with clinical neuroanatomy. This discursive article introduces a practical framework that is educator-focused in design and grounded in learner-centered principles, offering strategies to foster neuroquisitiveness by addressing the roots of neurophobia. This framework is built upon four interconnected pillars: (1) prioritizing essential knowledge; (2) managing cognitive load through instructional design; (3) implementing applied learning strategies; and (4) emphasizing clinical relevance to ground concepts in patient care. By equipping educators with actionable strategies, the neuroquisitive framework aims to transform neuroanatomy from a source of intimidation into a field of inquiry, promoting durable knowledge and confidence in the neurological sciences among future physicians.
Source: Anatomical Sciences Education
DOI: 10.1002/ase.70196
Institution: University of South Carolina
Language: English
Subfield: Cognitive Neuroscience
Field: Neuroscience
Domain: Life Sciences
Open Access status: hybrid
Estimated APC paid: $4,100
OpenAlex ID: W7128690090