Neurology. Education最新文献

{"title":"Education Research: Validity and Reliability of the Neurophobia-Combined Measure (NCM) in Irish Medical Students.","authors":"Liah McElligott, Caitriona Cahir, Diane M Gillan, Norman Delanty, Susan Byrne, Noel Gerry McElvaney, Eavan McGovern","doi":"10.1212/NE9.0000000000200291","DOIUrl":"https://doi.org/10.1212/NE9.0000000000200291","url":null,"abstract":"<p><strong>Background and objectives: </strong>Neurophobia, defined as a fear of neurology and the neurosciences, is a recognized barrier in medical education and clinical practice. It affects one-third of medical students internationally, yet measurement approaches remain inconsistent. This study aimed to validate the Neurophobia-Combined Measure (NCM), a psychometric tool for assessing neurophobia in medical students.</p><p><strong>Methods: </strong>NCM items were developed from literature, expert input, and existing measures of interest, confidence, and anxiety. Final-year medical students at the Royal College of Surgeons in Ireland completed the NCM alongside the Test Anxiety Inventory (TAI-5), State-Trait Anxiety Inventory (STAIT-5), and a summative Multiple Choice Questionnaire Examination (MCQE). Exploratory and confirmatory factor analyses were conducted to evaluate dimensionality. Model fit was assessed using structural equation modeling indices. Internal consistency was estimated with Cronbach alpha and McDonald omega. Criterion, convergent and discriminant validity were assessed via correlations with MCQE, TAI-5, and STAIT-5. Receiver operating characteristic (ROC) analysis tested diagnostic accuracy, and invariance was explored across sex and academic entry status.</p><p><strong>Results: </strong>A total of 311 students (mean age = 24 years, SD = 3; 64% female; 70% undergraduate-entry) completed all measures. Exploratory factor analysis supported a 2-factor structure reflecting (1) perceived neurology difficulty/complexity and (2) confidence/interest. The 2-factor model demonstrated good fit, χ² (26) = 75.77, <i>p</i> < 0.001, Root Mean Square Error of Approximation = 0.079, 90% CI [0.058, 0.099], CFI = 0.93, Tucker-Lewis Index = 0.90, and Standardized Root Mean Square Residual = 0.053. Internal consistency was acceptable (Cronbach α = 0.80; McDonald ω = 0.81). Item Response Theory model comparisons further supported the 2-factor structure, with separate NeuroQ and Schön models showing better fit than a combined unidimensional model. Receiver operating characteristic analysis indicated strong accuracy (area under the ROC curve = 0.96). Overall, 60% of students were classified as neurophobic, with higher prevalence among female (69%) and undergraduate-entry (65%) students. Neurophobia correlated positively with trait anxiety (ρ = 0.16, <i>p</i> = 0.004, 95% CI [0.06-0.27]) and test anxiety (ρ = 0.11, <i>p</i> = 0.047, 95% CI [0.00-0.23]). Both neurophobia (ρ = -0.12, <i>p</i> = 0.041, 95% CI [-0.23 to 0.00]) and test anxiety (ρ = -0.19, <i>p</i> = 0.001, 95% CI [-0.30 to -0.08]) were negatively associated with MCQE performance.</p><p><strong>Discussion: </strong>The NCM demonstrates good reliability and validity and reflects 2 related but distinct dimensions of neurophobia. Future research should examine its applicability across institutions and educational levels.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 1","pages":"e200291"},"PeriodicalIF":0.0,"publicationDate":"2026-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12999273/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147489264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From Competence to Mastery: Reframing Neurology's Approach to Competency-Based Education.","authors":"Roy Strowd","doi":"10.1212/NE9.0000000000200300","DOIUrl":"https://doi.org/10.1212/NE9.0000000000200300","url":null,"abstract":"","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"5 1","pages":"e200300"},"PeriodicalIF":0.0,"publicationDate":"2026-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12947836/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147329072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education Research: Brick by NeuroBrick-A Collaborative Framework for Digital Content Creation.","authors":"Ashley Paul, Natalie Vallejo, Nana Boakye Agyeman Badu-Prempeh Badu-Prempeh, Rachel Marie E Salas, Doris G Leung, Tao Le, Tamara Kaplan","doi":"10.1212/NE9.0000000000200278","DOIUrl":"10.1212/NE9.0000000000200278","url":null,"abstract":"<p><strong>Background and objectives: </strong>Medical students increasingly rely on online resources, many of which are unvetted or behind paywalls, creating variability in quality and access. To address this, Johns Hopkins University School of Medicine (JHUSOM) and Harvard Medical School (HMS) developed NeuroBricks-peer-reviewed, case-based neurology modules designed to strengthen clinical reasoning and decision making. This study evaluated their feasibility, effectiveness, and scalability by examining student satisfaction and perceived educational impact across 2 institutions with different curricular structures.</p><p><strong>Methods: </strong>We conducted a retrospective feasibility and evaluation study of the NeuroBricks Library, analyzing anonymous survey data from medical students at JHUSOM and HMS collected between January 2023 and June 2025. At JHUSOM, NeuroBricks were required during the neurology clerkship; at HMS, they were offered as optional resources. Surveys assessed satisfaction, perceived improvements in clinical skills, and preferred learning modalities. Five pilot NeuroBricks were initially released, expanding to 13 by November 2024. Likert scale responses were analyzed descriptively, and open-ended comments underwent thematic analysis. We also collected informal feedback on participant perceptions of the NeuroBrick creation process, along with anonymized platform analytics on global reach and usage.</p><p><strong>Results: </strong>A total of 343 medical students participated. At JHUSOM, mean satisfaction ratings for the 5 pilot NeuroBricks ranged from 4.08 to 4.11 (5-point scale). Among 71 students evaluating the complete 13-module library, most reported improved recognition of neurologic symptoms (54 [76.1%]), interpretation of abnormal findings (48 [67.6%]), and preparedness for patient encounters (52 [73.2%]). Most preferred asynchronous learning (49 [69%]) and rated interactive features as engaging (48 [67.6%]). At HMS, 85% (17/20) were likely to recommend NeuroBricks, with thematic analysis revealing increased confidence, targeted learning, and supplemental value for shelf examination preparation. Module developers reported positive perceptions of the creation process, and analytics demonstrated global reach across 34 countries.</p><p><strong>Discussion: </strong>The multi-tiered mentorship model successfully supported the creation of the NeuroBricks Library while students demonstrated strong satisfaction with its content and perceived impact. Required integration into clerkships promoted greater engagement than optional use. By providing peer-reviewed, clinically focused modules, this scalable, open-access approach helps overcome key barriers in neurology education and can be extended to other specialties, particularly where faculty or resources are limited.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"4 4","pages":"e200278"},"PeriodicalIF":0.0,"publicationDate":"2025-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12710498/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145784294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education Research: How Child Neurologists Counsel About Reproductive Health and Epilepsy: Gaps in Accuracy and Clarity in an Educational Needs Assessment.","authors":"Laura Kirkpatrick, Erin Friel, Marie Clements, Christina Briscoe, Page B Pennell, Traci M Kazmerski, Jasmin Rivero-Guerra, Judy Chang","doi":"10.1212/NE9.0000000000200261","DOIUrl":"10.1212/NE9.0000000000200261","url":null,"abstract":"<p><strong>Background and objectives: </strong>The American Academy of Neurology (AAN) 2017 Women With Epilepsy Quality Measure advises all neurologists, including child neurologists, to counsel all 12- to 44-year-old female patients with epilepsy annually about at least 2 of 3 following topics: folic acid supplementation, interactions between antiseizure medications (ASMs) and contraception, and the effect of ASMs on pregnancy and/or fetal or child development. We hypothesized that child neurologists do not consistently conduct clear, factually accurate, and guideline-concordant counseling in this area. Therefore, as a targeted educational needs assessment, we performed a simulation-based evaluation of child neurologist knowledge and skill in this area to inform future educational intervention development.</p><p><strong>Methods: </strong>We recruited child neurology trainees (residents and fellows), attending physicians, and advanced practice providers (APPs) through a national listserv to engage in 3 virtual scenarios, simulating telemedicine appointments. We instructed them to perform reproductive health counseling for a female youth with epilepsy and their parent. We provided participants with detailed medical information about the patient before each scenario. We recorded and transcribed simulations. Coders performed content analysis to identify discussion of guideline-concordant counseling topics, assess factual accuracy, and analyze style of counseling for consistency with plain language.</p><p><strong>Results: </strong>Twenty-one individuals each performed the scenarios (11 attending physicians, 9 child neurology trainees, and 1 APP). Twelve (57%) addressed at least 2 of the 3 topics in the AAN quality measure across all scenarios. None (0%) performed guideline-concordant counseling without inaccuracies or omissions of key information across all scenarios. We identified no significant differences between attending physicians vs other provider types in stratified analyses. Qualitative analysis revealed that provider communication was rarely consistent with plain language standards. Common stylistic features included (1) long conversational turns, (2) multiple topics per turn, (3) complex sentence structures, and (4) use of jargon.</p><p><strong>Discussion: </strong>In case-based stimulation scenarios, most child neurologists discussed at least 2 of 3 AAN-recommended topics. However, participants commonly included factual inaccuracies and omitted key information, and did not use plain language, highlighting the need for training. Informed by our study findings, we will design and test a training intervention for child neurologists in this area as a future direction.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"4 4","pages":"e200261"},"PeriodicalIF":0.0,"publicationDate":"2025-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12570073/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145411309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education Research: A Qualitative Study of Transformative Experiences in Neurology Residency.","authors":"Ema V Karakoleva, Annika Daya, Max R Lowden","doi":"10.1212/NE9.0000000000200253","DOIUrl":"10.1212/NE9.0000000000200253","url":null,"abstract":"<p><strong>Background and objectives: </strong>Professional identity formation during residency is often catalyzed by emotionally complex experiences that extend beyond structured curricula. This study explores how neurology residents navigate autonomy, mentorship, and workload during training, using transformative learning theory to examine identity formation beyond skill acquisition.</p><p><strong>Methods: </strong>We conducted a qualitative study at a US academic neurology residency program. Participants included current PGY-3 and PGY-4 residence and recent alumni (graduated 208-2021) from a single four-year ACGME-accredited neurology program. Individuals were recruited through email and completed demographic surveys before participating in a 45-minute Zoom interview. Interviews were guided by a semistructured protocol and explored expectations, stressors, mentorship, and pivotal learning moments. Transcripts were analyzed thematically using MAXQDA. Two independent, blinded coders applied a shared codebook and achieved interrater reliability (Cohen κ ≥ 0.70). Reflexive journaling and interdisciplinary team debriefs enhanced analytic rigor.</p><p><strong>Results: </strong>Twenty-one participants (mean age 35.4 ± 5.3 years; 57% female; 48% White; 38% DO, 43% MD) completed interviews. Three intersecting domains of transformation emerged (1) balancing autonomy and mentorship, (2) adapting to high workload, and (3) discovering meaning in clinical work. Most participants described their development as nonlinear, driven by \"selective emulation\" of mentors and emotionally charged scenarios requiring reflection and adaptation. The majority (67%) reported growth through a blend of autonomy and mentorship. Coping strategies for workload were predominantly self-reliant (62%) or relational (57%), with fewer citing institutional supports (33%). Meaning was most often derived from patient-centered care (67%), followed by alignment with a subspecialty (43%) or systemic contributions through teaching or advocacy (33%).</p><p><strong>Discussion: </strong>This study provides a theoretically grounded framework for understanding identity formation in neurology residency. High-responsibility clinical moments were reframed as developmental turning points when paired with reflection and supportive mentorship. Findings underscore the value of psychologically attuned environments that facilitate adaptive coping, meaning-making, and progressive autonomy. Limitations include single-site sampling and potential recall bias among alumni. Future research should explore longitudinal identity trajectories and examine how early meaning-making predicts later professional fulfillment and resilience.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"4 4","pages":"e200253"},"PeriodicalIF":0.0,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12488844/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145234839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Curriculum Innovation: Combining Didactic and Clinic-Based Methods to Improve Palliative Care Education for Neurology Residents and Advance Practice Providers.","authors":"Andrew P Huang, Cindy Gibson, Sandhya Seshadri, Benzi M Kluger","doi":"10.1212/NE9.0000000000200249","DOIUrl":"10.1212/NE9.0000000000200249","url":null,"abstract":"<p><strong>Background and objectives: </strong>The American Academy of Neurology recognizes a need for neurology clinicians to provide some aspects of palliative care. Palliative care is person-centered and family-centered care that focuses on quality of life for persons living with life-limiting illness. While palliative education programs exist, there is a knowledge gap regarding how to integrate this education into real-world neurology practice. The aim of this study was to improve the perceived knowledge of, comfort with discussing, and frequency of discussing palliative care topics in outpatient neurology practice.</p><p><strong>Methods: </strong>Recorded didactic lectures, note templates, and live meetings to discuss real-world challenges were implemented at an academic neurology department and offered to residents and advanced practice providers (APPs). A sample of residents and APPs completed surveys before and 6 months after using this curriculum. Surveys asked questions with Likert responses about their knowledge of, comfort with, and frequency of discussing 7 palliative care topics. A sample of learners and supervising faculty participated in semistructured interviews where authors explored their perceptions about palliative care and this curriculum. Interviews were audiotaped, transcribed verbatim, deidentified, coded, and analyzed.</p><p><strong>Results: </strong>A total of 19 clinicians completed pre-education surveys and 12 completed posteducation surveys. Surveys showed statistically significant improvements overall, including in practical support for patients/care partners, discussing complex symptom management, advance care planning, higher levels of care, and discussing disease course. Overall, 12 interviews were completed, with 4 themes identified: (1) <i>Practical curriculum</i>: the curriculum connected theory to practice; (2) <i>Palliative mindset:</i> the curriculum gave recognition of the suffering of neurologic illness; (3) <i>First, do no harm:</i> clinicians worried about how palliative discussions could harm patients and families; (4) <i>Systemic barriers</i>: neurology clinicians faced systemic barriers in addressing palliative care.</p><p><strong>Discussion: </strong>Neurology clinicians want to practice palliative care but need ongoing education, sufficient time, clinical availability, and supervisory support to do so. Lectures, note templates, and live meetings to practice palliative care can be implemented feasibly in neurology practice and show preliminary signs of efficacy. Further work is needed to develop and test methods that aim to influence real-world practice.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"4 4","pages":"e200249"},"PeriodicalIF":0.0,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12459615/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145153114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Hints to the H.I.N.T.S. Exam for Acute Vestibular Syndrome.","authors":"Harry W Sutherland, Christine E Gummerson","doi":"10.1212/NE9.0000000000200248","DOIUrl":"10.1212/NE9.0000000000200248","url":null,"abstract":"","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"4 3","pages":"e200248"},"PeriodicalIF":0.0,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12439488/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145083183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From Brain to Being: Reintegrating Philosophy Into Neurology Education.","authors":"Eduardo Boiteux Uchôa Cavalcanti","doi":"10.1212/NE9.0000000000200245","DOIUrl":"10.1212/NE9.0000000000200245","url":null,"abstract":"<p><p>Neurologists increasingly face clinical situations marked by diagnostic ambiguity, ethical complexity, and disorders that challenge traditional concepts of consciousness, personhood, and agency. Yet most neurology training programs remain focused on biomedical knowledge and procedural skills, offering limited preparation for these profound and often morally charged aspects of care. This educational gap may undermine clinical reasoning, ethical sensitivity, and the formation of a reflective professional identity. This review proposes the integration of 3 underrepresented but essential domains-epistemology, ethics, and philosophy of mind-into neurology education. Guided by Kern's 6-step curriculum development model, the article outlines theory-informed, evidence-based strategies to embed philosophical competencies within postgraduate training. Epistemology supports diagnostic reasoning through metacognitive insight, recognition of bias, and tolerance for ambiguity. Ethics education strengthens moral judgment and communication in scenarios involving capacity assessment, end-of-life care, and neurotechnological interventions. Philosophy of mind offers conceptual clarity for understanding disorders of consciousness, neurodegeneration, and altered personhood. Curricular strategies include narrative debriefings, ethics Objective Structured Clinical Examinations (OSCEs), interdisciplinary seminars, and reflective bedside teaching, all of which can be embedded into core clinical rotations such as neuro-intensive care unit (ICU) and cognitive neurology. Learning objectives are aligned with Accreditation Council for Graduate Medical Education milestones and supported by validated assessment tools, including reflective writing rubrics, structured ethical evaluations, and measures of ambiguity tolerance. Implementation barriers-including faculty readiness and curricular constraints-are addressed through faculty development, co-teaching models, and modular integration. By reframing philosophy as a clinical competency rather than a theoretical enrichment, this review offers a pragmatic and forward-looking approach to neurology education. Embedding philosophical reasoning into training enhances diagnostic precision, ethical engagement, and patient-centered care. The integration of philosophy into neurology education is not a veneration of the past, but a forward-looking complement, offering a humanistic framework to guide clinical reasoning and professional identity in an era shaped by artificial intelligence and neurotechnology.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"4 3","pages":"e200245"},"PeriodicalIF":0.0,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12428624/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145067506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From Competence to Character: Reimagining Neurology Education for a Complex and Changing World.","authors":"Roy Strowd","doi":"10.1212/NE9.0000000000200251","DOIUrl":"10.1212/NE9.0000000000200251","url":null,"abstract":"","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"4 3","pages":"e200251"},"PeriodicalIF":0.0,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12433202/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145067552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education Research: ANSWER: A Multimodal Teaching Intervention for Neurology Undergraduate Medical Education: A Randomized Crossover Control Trial.","authors":"Liah McElligott, Muirne Spooner, Caitriona Cahir, Diane Gillan, Hijaz Adenan, Grainne Mulkerrin, Susan Byrne, Norman Delanty, Claire Hevican, Arnold Hill, Noel Gerry McElvaney, Eavan McGovern","doi":"10.1212/NE9.0000000000200238","DOIUrl":"10.1212/NE9.0000000000200238","url":null,"abstract":"<p><strong>Background and objectives: </strong>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 <i>ANSWER</i> (<i>Analogy, Switch to Clinical, Embody the Signs and Recall Learning</i>), a multimodal undergraduate neurology teaching intervention, on neurophobia and neurology knowledge in final-year medical students.</p><p><strong>Methods: </strong>Final-year medical students were randomly distributed into 2 groups: an intervention group (<i>ANSWER</i> teaching) and a control group (usual teaching). A randomized crossover design was used. Knowledge acquisition was assessed using the multiple-choice question examination (<i>MCQE</i>). Neurophobia was assessed using a validated scale, <i>Neuro-Combined Measure</i> (<i>NCM</i>). The Kirkpatrick model evaluated the teaching program.</p><p><strong>Results: </strong>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; <i>p</i> < 0.001; <i>r</i> _ββ = 0.77), and neurophobia significantly decreased (NCM: median = 26, IQR = 7 vs 29, IQR = 7; <i>p</i> = 0.004; <i>r</i> _ββ = 0.51). A four-week washout demonstrated sustained improvements (MCQE: <i>p</i> < 0.001, <i>r</i> _ββ = 1.00; NCM: <i>p</i> < 0.001, <i>r</i> _ββ = 1.00). The control group showed no significant change in knowledge (<i>z</i> = -1.78, <i>p</i> = 0.075, <i>r</i> _ββ = 0.30) or neurophobia (<i>z</i> = 1.10, <i>p</i> = 0.27, <i>r</i> _ββ = 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.</p><p><strong>Discussion: </strong><i>ANSWER</i> teaching demonstrated improvement in neurology knowledge and neurophobia among final-year medical students. Students reported that <i>ANSWER</i> teaching improved their understanding of neurology and preparedness for examinations, suggesting that it is a promising tool for teaching neurology.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"4 3","pages":"e200238"},"PeriodicalIF":0.0,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12419462/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145042838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}