McElligott Liah, Spooner Muirne, Cahir Caitriona, Gillan Diane, Adenan Hijaz, Mulkerrin Grainne, Byrne Susan, Delanty Norman, Hevican Claire, Hill Arnold, McElvaney Noel Gerry, McGovern Eavan
School of Postgraduate Studies, Royal College of Surgeons in Ireland, Dublin.
Department of Neurology, Beaumont Hospital, Dublin.
Neurol Educ. 2025 Sep 8;4(3):e200238. doi: 10.1212/NE9.0000000000200238. eCollection 2025 Sep.
Multimodal education uses cognitive learning theory strategies. Neurophobia, "the fear of neurology and clinical neuroscience," affects medical students and doctors worldwide. Novel approaches to neurology undergraduate education can improve undergraduate knowledge, enhance student perception of clinical neurology, and reduce neurophobia. We examine the effect of (), a multimodal undergraduate neurology teaching intervention, on neurophobia and neurology knowledge in final-year medical students.
Final-year medical students were randomly distributed into 2 groups: an intervention group ( teaching) and a control group (usual teaching). A randomized crossover design was used. Knowledge acquisition was assessed using the multiple-choice question examination (). Neurophobia was assessed using a validated scale, (). The Kirkpatrick model evaluated the teaching program.
Seventy-seven final-year medical students participated. Neurology knowledge significantly improved after the intervention (MCQE: median = 14, interquartile range (IQR) = 4 vs 11, IQR = 3; < 0.001; = 0.77), and neurophobia significantly decreased (NCM: median = 26, IQR = 7 vs 29, IQR = 7; = 0.004; = 0.51). A four-week washout demonstrated sustained improvements (MCQE: < 0.001, = 1.00; NCM: < 0.001, = 1.00). The control group showed no significant change in knowledge ( = -1.78, = 0.075, = 0.30) or neurophobia ( = 1.10, = 0.27, = 0.21). Across groups, MCQE median scores increased, with the most significant gain observed in the intervention group (11 [95% CI 9.80-12.20] to 14 [95% CI 12.57-15.43]). NCM scores declined in both the intervention and washout groups but remained stable in the control group. Most participants reported that the intervention improved their neurology knowledge and clinical performance.
teaching demonstrated improvement in neurology knowledge and neurophobia among final-year medical students. Students reported that teaching improved their understanding of neurology and preparedness for examinations, suggesting that it is a promising tool for teaching neurology.
多模式教育采用认知学习理论策略。“神经恐惧症”，即“对神经病学和临床神经科学的恐惧”，影响着全球的医学生和医生。神经病学本科教育的新方法可以提高本科生的知识水平，增强学生对临床神经病学的认知，并减少神经恐惧症。我们研究了一种多模式本科神经病学教学干预措施（）对医学专业最后一年学生的神经恐惧症和神经病学知识的影响。
医学专业最后一年的学生被随机分为两组：干预组（教学）和对照组（常规教学）。采用随机交叉设计。使用多项选择题考试（）评估知识获取情况。使用经过验证的量表（）评估神经恐惧症。采用柯克帕特里克模型评估教学计划。
77名医学专业最后一年的学生参与了研究。干预后，神经病学知识显著提高（MCQE：中位数 = 14，四分位间距（IQR）= 4，而干预前为11，IQR = 3；<0.001； = 0.77），神经恐惧症显著降低（NCM：中位数 = 26，IQR = 7，而干预前为29，IQR = 7； = 0.004； = 0.51）。为期四周的洗脱期显示出持续的改善（MCQE：<0.001， = 1.00；NCM：<0.001， = 1.00）。对照组在知识（ = -1.78， = 0.075， = 0.30）或神经恐惧症（ = 1.10， = 0.27， = 0.21）方面没有显著变化。在所有组中，MCQE中位数得分均有所提高，干预组的提高最为显著（从11 [95%置信区间9.80 - 12.20]提高到14 [95%置信区间12.57 - 15.43]）。干预组和洗脱期组的NCM得分均下降，但对照组保持稳定。大多数参与者报告称，该干预措施提高了他们的神经病学知识和临床能力。
教学显示医学专业最后一年的学生在神经病学知识和神经恐惧症方面有所改善。学生们报告说，教学提高了他们对神经病学的理解和考试准备情况，这表明它是一种很有前景的神经病学教学工具。
