Neurophobia: Anxiety and Self‐Efficacy Related to Learning Neuroanatomy in a Medical Student Population
Authors: Bergden Jessica , Immekus Jason , Sawning Susan , Carr Emily , Brueckner-Collins Jennifer 
Published: April 2020

Neurophobia has been defined as a fear of neuroscience hindering one’s ability to learn and apply neuroanatomy clinically. Neurophobia has been described in the literature affecting medical students, general practitioners and neurologists worldwide and is a growing trend. Neuroanatomy self‐efficacy, one’s own confidence in their ability to complete neuroanatomy tasks, may reduce neurophobia levels. Neuroanatomy self‐efficacy has not previously been measured and correlated to neurophobia. An investigation of the relationship between neuroanatomy self‐efficacy and neurophobia will provide valuable information on developing educational tools to improve self‐efficacy and address neurophobia. This study addresses the existing literature gap on neurophobia and neuroanatomy self‐efficacy research in a medical student population.

This project aims to assess the levels of medical student neurophobia and neuroanatomy self‐efficacy and investigate their relationship at the University of Louisville School of Medicine (ULSOM). These associations will assist researchers in gaining insight on how the relationship between these constructs can be optimized to develop educational tools that specifically address neurophobia.

Instruments to measure neurophobia (NAS‐7) & neuroanatomy self‐efficacy (NSES) were developed and administered as surveys to first‐year (M1) (n=122) and upper‐class (M2‐M4) medical students (n=111). A t‐test was used to determine the difference between the score means and a Pearson’s correlation coefficient determined the relationship between neurophobia and neuroanatomy self‐efficacy levels. Differences between M1 and M2‐M4 medical students and gender were calculated. All statistical tests were performed at the p=0.05 level. IRB approval was obtained.

Instrument development and administration showed medical students demonstrate a mild level of neurophobia (M= 5.03, SD= 4.54), with M2‐M4 students exhibiting higher levels of neurophobia than M1 students (t(231)=4.22, p<.001). Medical students displayed a moderate level of neuroanatomy self‐efficacy (M= 40.36, SD= 9.96) with no statistically significant difference between M1 and M2‐M4 students (t(231)=1.95, p=.053). A negative correlation between neurophobia and neuroanatomy self‐efficacy levels was found (R2=−.311, p<.001). Women showed higher neurophobia (t(230)=3.91, p<.001) and lower neuroanatomy self‐efficacy (t(230)=3.99, p<.001) than their male counterparts.

Data analysis demonstrates the presence of neurophobia at the ULSOM. Neuroanatomy self‐efficacy and neurophobia demonstrate a negative correlation suggesting those students with higher neuroanatomy self‐efficacy have lower neurophobia. These data confirm the need for interventions that target neuroanatomy self‐efficacy to address neurophobia in medical education. Additionally, in our study population, female students demonstrate greater neurophobia and less neuroanatomy self‐efficacy than male students. These differing relationships demonstrate the need to develop educational tools that can be strategically implemented to improve neuroanatomy self‐efficacy and address neurophobia that target gender at multiple levels of medical education.

Support or Funding Information

Acland Endowment