INNOVARE CIENCIA Y TECNOLOGÍA VOL. 11, NO. 2, 2022

Disponible en CAMJOL

INNOVARE Ciencia y Tecnología

Sitio web: www.unitec.edu/innovare/

Autor corresponsal: fernandocaceres407@gmail.com, Universidad Nacional Autónoma de Honduras, Tegucigalpa, Honduras

Disponible en: http://dx.doi.org/10.5377/innovare.v11i2.14779

Original Article

Exploring perceptions of neuroscience learning among medical students

of Universidad Nacional Autónoma de Honduras

Explorando la percepción sobre el aprendizaje de neurociencias entre los estudiantes de medicina de la

Universidad Nacional Autónoma de Honduras

Fernando Cáceres

a,1

, Melba Zúniga Gutiérrez

, Alejandro David Barrientos Melara

, Jhiamluka Solano

c,d

Iniciativa Multidisciplinaria de Investigación y Servicio, Facultad de Ciencias Médicas, Universidad Nacional Autónoma

de Honduras, Tegucigalpa, Honduras

Facultad de Ciencias Médicas, Universidad Nacional Autónoma de Honduras, Tegucigalpa, Honduras

Asociación de Educación Médica Hondureña, AEMH, Tegucigalpa, Honduras

Departamento de Medicina Interna, Oldham Royal Hospital, Manchester, Reino Unido

Article history:

Received: 29 July 2022

Revised: 2 August 2022

Accepted: 11 August 2022

Published: 31 August 2022

Keywords

Medical education

Neurology

Neurophobia

Neurosciences

Palabras clave

Educación médica

Neurología

Neurofobia

Neurociencias

ABSTRACT. Introduction. There is an increase in the prevalence of neurological disorders. An adequate training of

medical neurology personnel is an imperative task. The phenomenon of neurophobia can affect proper learning and

even aspirations to be a neurology specialist. Methods. A cross-sectional study was carried out through a questionnaire

to evaluate the perception of students about medical specialties and factors that contribute to the difficulty of neurology.

The questionnaire was distributed through social media groups of medical students. Excel was used for the management

and tabulation of the answers obtained and SPSS for data analysis. Results. In relation to an interest in specialties (high

interest), the most frequent specialties were cardiology 37.3% (22) and neurology 20.3% (15). The complexity of

neuroanatomy 42.4% (25) and little contact with neurological patients 40.7% (24) were the factors that contributed to

the difficulty of neurology. Conclusion. The traditional teacher-centered teaching model is prone to neglect essential

tools such as neurology laboratories, standardized patient simulation, and essential contact with neurological patients.

There is an important need to implement new teaching methodologies in neurology and greater contact with

neurological patients.

RESUMEN. Introducción. Existe un aumento en la prevalencia de los trastornos neurológicos. La formación

adecuada del personal médico de neurología es una tarea imperativa. El fenómeno de la neurofobia puede afectar el

aprendizaje adecuado e inclusive las aspiraciones a ser un especialista en neurología. Métodos. Se llevó a cabo un

estudio transversal a través de un cuestionario para evaluar la percepción de estudiantes sobre especialidades médicas

y factores que contribuyen a la dificultad de la neurología. El cuestionario fue distribuido a través de grupos en redes

sociales de estudiantes de medicina. Se utilizó Excel para el manejo y tabulación de las respuestas obtenidas y SPSS

para el análisis de datos. Resultados. Con relación al interés en las especialidades (mucho interés), las especialidades

con más frecuencia fueron cardiología 37.3% (22) y neurología 20.3% (15). La complejidad de la neuroanatomía 42.4%

(25) y el poco contacto con pacientes neurológicos 40.7% (24) fueron los factores que contribuyeron a la dificultad de

la neurología. Conclusión. El modelo de enseñanza tradicional centrado en el docente es propenso a dejar de lado

herramientas esenciales como laboratorios de neurología, simulación de pacientes estandarizados y el contacto esencial

con pacientes neurológicos. Existe una necesidad importante para implementar nuevas metodologías de enseñanza en

neurología y mayor contacto con pacientes neurológicos.

1. Introduction

The formation of medical staff in neurosciences and

neurology areas is an imperative task due to the increased

prevalence of neurological disorders in the population. A

neurologist from Rochester University, New York

(Jozefowicz, 1994) defined for the first time the term

neurophobia. Jozefowicz described the term as: “Fear

towards neural sciences and clinical neurology due to

inability of students to apply their knowledge of basic

sciences in clinical situations” (Jozefowicz, 1994, p. 328).

Since this term was first defined, until now, a significant

number of studies have been done to evaluate neurophobia

F. Cáceres, et al.

INNOVARE Revista de Ciencia y Tecnología Vol. 11, No. 2, 2022

in faculties of medicine worldwide. Moreover,

neuroscience and neurology teaching in medicine faculty

curriculums has been broadly studied (Kam et al., 2013;

Matthias et al., 2013; Abulaban et al., 2015; Shiels et al.,

2017; McGovern et al., 2021). The main contributing

factors mentioned in literature usually are the lack of

integration between basic sciences and clinical rotations,

besides the complexity of neuroanatomy perceived by

students. Likewise, it is important to recognize that

modifiable and non-modifiable risk factors can contribute

to the development of neurophobia.

Non-modifiable risk factors are previous clinical

exposure to neurology, personal aspects, and education

degree. Multiple modifiable risk factors have been

identified, including teaching quality, use of complex

terminology, lack of standardized patient simulators and

separation of clinical and basic sciences. These factors

must be approached appropriately to enrich teaching-

learning processes (Abushouk & Duc, 2016).

Identifying the presence of neurophobia in students

that will soon face a clinical setting with a continuous

increase of patients with neurological disorders should be

a stimulating factor to boost even more teaching reforms

in this area in universities (Jozefowicz, 1994). The aim of

this study was to know the perception among medical

students from Universidad Nacional Autónoma de

Honduras (UNAH) regarding neuroscience learning. The

study findings can contribute to developing strategies that

help overcome modifiable risk factors and provide

decision makers with elements needed to create new

neuroscience curricula.

2. Methods

A cross-sectional study was carried out using a

questionnaire in medical students from UNAH, one of the

three universities that offer medicine in Honduras. Non-

probabilistic convenience sampling was used. At the time

of data gathering, the medical students included in this

study were receiving classes online. Therefore, data

collection was conducted virtually.

The questionnaire was distributed through social

networks, including the communication channels

established for each academic year. Students who

answered the questionnaire online (Google Forms) were

included, obtaining 59 responses.

2.1. Interviewed population

Medical students of the Faculty of Medical Sciences of

UNAH, Ciudad Universitaria campus, who were enrolled

in the second year (morphological sciences) and fourth

year, both considered pre-clinical years, and seventh year

(internship) considered clinical year, during the second

academic period of 2021.

2.2. Questionnaire

The questionnaire was designed and adapted from two

questionnaires described by other authors; the first is the

most widely used in published studies on the subject and

has been adapted to multiple contexts and languages. The

questionnaire is structured in two sections. The first

assesses students' perception of seven medical specialties

(cardiology, endocrinology, gastroenterology, geriatrics,

neurology, respiratory medicine, and rheumatology), and

the second section analyses the potential factors

contributing to the difficulty of neurosciences (Schon,

2002).

The second questionnaire used was modified from the

one proposed by Schon (2002), adding questions on

learning methods (Zinchuk et al., 2010). Before

distributing the questionnaire, a test was conducted with

10 students, not included in the study to ensure

understanding and clarity of the questions. The responses

to the first questionnaire were based on a Likert scale from

1 (Very limited) to 5 (Very good), regarding the variables

on interest, knowledge, difficulty, and ability of the seven

medical specialties. The responses of the second

questionnaire about student perception on neurology and

neurosciences were based on a scale from 1 to 4, being 1

= unimportant and 4 = very important.

2.3. Data analysis

Excel 2019 was used for the management and

tabulation of the responses obtained, and the statistical

program for social sciences SPSS was used for data

analysis.

2.4. Ethical aspects

Prior to completing the online survey, students were

notified that their participation was voluntary and

anonymous and that completing and returning the survey

implied consent. The study protocol was evaluated by the

Biomedical Research Ethics Committee (CEIB) of the

Faculty of Medical Sciences, UNAH, with registration

number IRB 00003070.

3. Results

A total of 59 students filled out the online

questionnaire, 44.1% (26) corresponded to fourth-year

students, 30.5% (18) to seventh-year students (rotating

internship), and 25.4% (15) to second-year students

(morphological sciences). Of the students who

participated in the study, 100% (59) belonged to the

UNAH. Of the students, 52.5% (31) were female and

47.5% (28) were male. Of the seven specialties evaluated

(Figure 1) concerning current interest in the specialty, the

F. Cáceres, et al.

INNOVARE Revista de Ciencia y Tecnología Vol. 11, No. 2, 2022

Figure 1. Comparison of average score obtained, on a Likert-type scale from 1 to 5, in Interest, Knowledge, Difficulty and Skills, of the

seven medical specialties. Car, cardiology; End, endocrinology; Gas, gastroenterology; Res, respiratory medicine; Nef, nephrology; Neu,

neurology; Psi, psychiatry.

two with the highest frequency of "very interested" were

cardiology 37.3% (22) and neurology 25.4% (15). The

specialty with the lowest frequency of interest was

psychiatry 25.4% (15). Of the students in their fourth year,

46.2% (12) stated that they were quite or very interested

in neurology, while only 33.3% (6) of the students in their

seventh year stated the same.

When asked about their current level of knowledge in

neurology, 39% (23) considered they had some

knowledge, and 37.3% (22) had moderate knowledge.

When evaluating the difficulty perceived by the student,

the two specialties with the greatest perceived difficulty

were neurology 67.8% (40) and cardiology 47.5% (28).

Concerning the confidence students had when evaluating

patients with neurological pathologies, 39% (23) of them

stated feeling anxious or uneasy, and 37.3% (22) felt

competent when evaluating them.

According to the students, the aspects that most

contributed to the difficulty of neurology were the

complexity of neuroanatomy 42.4% (25) and little contact

with neurological patients 40.7% (24). The learning

methods most highly rated by students were evaluation of

real patients 88.1% (52), classroom/lectures 67.8% (40)

and textbooks 61.0% (36). Students were asked about

other methods they considered useful for learning such as

"simulator techniques and clinical case approach in class,"

"interaction with patients and face-to-face classes," and

"workshops and simulations." The neuroscience teaching

methods that students considered most useful were more

patient bedside teaching 64.4% (38), more exposure to

patients (shifts, inpatient wards) 61% (36), and 54.2%

(32) felt that neuroanatomy teaching should be improved.

The majority of students 71.2% (42), considered

neurosciences to be important for the practice of general

medicine, and only 33.9% (20) of the students stated that

they were satisfied with the amount of education received

in neuroscience.

Forty-four responders (74.6%) reported that they did

not have sufficient knowledge of neurosciences, 42.4%

(25) stated that neurology is one of the most difficult

disciplines in medicine, and 67.8% (40) felt that they had

had limited exposure to neurological patients. When

evaluating these parameters in students in their seventh

year, 88.8% (52) agreed with the statement "I would like

to have more exposure to neurological patients", and only

33.3% (20) were satisfied with their training in neurology

(Table 1).

F. Cáceres, et al.

INNOVARE Revista de Ciencia y Tecnología Vol. 11, No. 2, 2022

Table 1

Perception of neurology and neurosciences by students.

Item

Do not Know/Does

not apply

N (%)

Disagree a lot

N (%)

Disagree N

(%)

Agree

N (%)

Agree a lot

N (%)

I believe that neuroscience is important to

general medicine practice.

1 (1.7)

2 (3.4)

14 (23.7)

42 (71.2)

I am satisfied with the amount of

education I have received in

neuroscience.

2 (3.4)

10 (16.9)

26 (44.1)

15 (25.4)

6 (10.2)

I am satisfied with my neurology

education.

2 (3.4)

11 (18.6)

26 (44.1)

16 (27.1)

4 (6.8)

I feel comfortable with neuroscience

topics.

3 (5.1)

9 (15.3)

24 (40.7)

18 (30.5)

5 (8.5)

I have adequate knowledge of neurology.

5 (8.5)

7 (11.9)

30 (50.8)

14 (23.7)

3 (5.1)

I think neuroanatomy is difficult.

1 (1.7)

4 (6.8)

18 (30.5)

22 (37.3)

14 (23.7)

I think neurology is difficult.

2 (3.4)

3 (5.1)

11 (18.6)

25 (42.4)

18 (30.5)

I think neurology is one of the most

difficult disciplines in medicine.

2 (3.4)

12 (20.3)

20 (33.9)

25 (42.4)

I have had limited exposure to

neurological patients.

8 (13.6)

1 (1.7)

10 (16.9)

13 (22.0)

27 (45.8)

I would like to have more exposure to

neurological patients.

3 (5.1)

1 (1.7)

4 (6.8)

13 (22.0)

38 (64.4)

I'm afraid of neurology/neurosciences.

11 (18.6)

15 (25.4)

19 (32.2)

8 (13.6)

6 (10.2)

*Adapted from Schon (2002).

4. Discussion

Neurology is perceived by medical students and non-

specialist physicians as the most difficult specialty almost

globally. This endemic fear of neurological diseases

appears mainly due to the perception of not having the

necessary skills to identify and manage them adequately.

The consequences of this perception are more evident

when medical students and young physicians cannot apply

their basic neurological concepts when approaching a

neurological patient. Such a phenomenon is described by

the term neurophobia (Chhetri, 2017).

In Honduras, a traditional teacher-centered teaching

model predominates, which has as its main axis the

teacher, who develops a curriculum, leaving aside, in

some cases, essential tools such as neurology laboratories,

standardized patient simulation and essential contact with

neurological patients. In addition, there has been a slow

process of evaluation and curricular redesign of healthcare

careers. Together, these problems have represented a

challenge in implementing new educational methods

which could help solve phenomena such as neurophobia

(Thiebaud et al., 2021).

Among the population studied, neurology was found

to be the second most interesting discipline, second only

to cardiology. However, despite this, neurology is by far

perceived as the most difficult medical field by students

and the second area in which they perceive they have the

least skills. This goes hand in hand with findings reported

in other studies also considering neurology as the most

difficult specialty, and they also found it to be the area in

which they enjoy the least knowledge (Youssef, 2009;

Kam et al., 2013; Matthias et al., 2013; Abulaban et al.,

2015; Shiels et al., 2017; McGovern et al., 2021).

In assessing factors contributing to the perceived

difficulty in neuroanatomy, almost half of the students

stated that it was due to the complexity of neuroanatomy.

Other studies have already described the perceived

difficulty of students with neuroanatomy; a national

survey conducted in the United Kingdom found that 70%

of students considered the complexity of neuroanatomy a

significant factor for perceived difficulty in neuroscience

(Pakpoor et al., 2014).

To further understand the perception of

neuroanatomy, a study involving 383 Irish students

described they found learning neuroanatomy more

difficult than any other anatomy subject. For these

students, the factors most influencing difficulty were

those specific to neuroanatomy, such as visualization of

structures in dissections of the central nervous system and

appreciation of the three-dimensional relationship of

structures (Javaid et al., 2017).

Interestingly, the perception of difficulty did not vary

according to the teaching modality in which the students

were, either being taught by systems or by regions. The

F. Cáceres, et al.

INNOVARE Revista de Ciencia y Tecnología Vol. 11, No. 2, 2022

medical school included in this study uses a regional

approach to neuroanatomy, where the subject of

neuroanatomy is mostly taught using lectures. Another

frequent factor in the student population was the lack of

contact with neurological patients. This is consistent with

a study conducted on Mexican students, which found that

12.5% considered little contact with neurological patients

to influence the perceived difficulty of neurology

(Sánchez-Jordán et al., 2017).

The ideal learning methods for neuroscience have

been investigated in different contexts and realities. The

students included in this study considered real patient

assessment, face-to-face classes/lectures and textbooks to

be the best learning techniques. This is consistent with

other studies, such as the one conducted in Costa Rica that

evaluated collaborative learning for neuroanatomy

learning and found that more than 80% of students

considered that the use of clinical cases improved their

learning (Chang-Segura, 2019); the perception of United

States students regarding learning methods is also

consistent with what was found in this study (Zinchuk et

al., 2010).

Clinical simulation is one of the most useful methods

in medical education in undergraduate level learning,

especially in the field of neurosciences (Abushouk & Duc,

2016). In a study conducted by Universidad Autónoma de

Yucatán, Mexico, 34 students underwent a simulation

course to develop neurological clinical competencies with

an expert in neurology. A statistically significant

improvement was seen from 0% to 26.47% among

students in pretest and posttest, respectively. Likewise, an

improvement was seen in the doctor-patient relationship,

although it was not statistically significant (Álvarez-

Sánchez et al., 2021).

It is important to recognize that neurophobia not only

limits and affects the teaching-learning processes of

neurology at different levels of medical training, but also

influences the perspective that students have towards the

specialty as a career choice (Gupta et al., 2013), which

should motivate medical schools to implement new

methodologies to improve students' experience when

exposed to neurology.

On the other hand, there are limitations in resources

that are often considered a challenge and an important

cause that affects the process of implementing new

methodologies that can mitigate the effects of

neurophobia. However, some studies have been directed

to be able to overcome these limitations (Kumar, 2018).

Among these proposed approaches are videos and post-

dissection slides that can help strengthen the

understanding of the anatomy that represents the basis for

understanding clinical neurology (Welch et al., 2020).

This study represents an exploration of the perception

of second and fourth-year students (preclinical area) and

rotating internship (clinical area) of UNAH about their

learning in neurosciences, but it has some limitations; of

the three medical schools, only one was included. In

addition, although the distribution of students by years of

study is equal, a relatively small sample was reached.

However, the results coincide with similar studies with

larger samples, which confirms our suspicion of

neurophobia in the medical student population in

Honduras. It is important to continue to conduct more

studies evaluating the quality of medical education

provided in the country to develop possible interventions

and strategies to improve medical education in Honduras.

5. Conclusion

Neurology was the specialty perceived as the most

difficult and one of the areas of knowledge in which

students expressed the least skills, indicating that

neurophobia is a reality not only in medical schools

worldwide but also in Honduras. This is of particular

importance due to the increasing prevalence of

neurological disorders globally, which should force the

implementation of new tools in medical education to

overcome this phenomenon.

The students also expressed the need to implement new

teaching methodologies in neurology and more contact

with neurological patients. As previously indicated, it is

necessary to facilitate these teaching methodologies, such

as clinical simulation and promote collaborative learning,

measures that would be easily implementable, low cost

and have a high impact on the training of future physicians

in our country. Additionally, consideration should be

given to the inclusion of neurology outpatient attendance

in the early stages of the career, facilitating access to

neurology professors to mentor medical students,

promoting a therapeutic approach over a conceptual one,

and procedure-based learning, which commonly attracts

students.

6. Author Contributions

MZG and FCC conceptualized the study. MZG

coordinated data collection and analysis. JS supported the

thematic and methodological process during the study. All

authors conducted the literature review, wrote, read, and

approved the final version of the manuscript.

7. Conflicts of Interest

The authors declare no conflict of interest.

8. Bibliographic References

Abulaban, A. A., Obeid, T. H., Algahtani, H. A., Kojan, S. M., Al-

Khathaami, A. M., Abulaban, A. A., Bokhari, M. F., Merdad, A. A.,

& Radi, S. A. (2015). Neurophobia among medical students.

Neurosciences (Riyadh, Saudi Arabia), 20(1), 37-40.

https://nsj.org.sa/content/20/1/37

F. Cáceres, et al.

INNOVARE Revista de Ciencia y Tecnología Vol. 11, No. 2, 2022

Abushouk, A. I., & Duc, N. M. (2016). Curing neurophobia in medical

schools: evidence-based strategies. Medical Education Online, 21(1),

32476, 1-7. https://dx.doi.org/10.3402/meo.v21.32476

Álvarez-Sánchez, V. A, de los Santos-Rodriguez, M., & García-

Santamaría, E. (2021). Diseño de una intervención educativa basada

en simulación para el desarrollo de la competencia clínica en

exploración neurológica. Educación Médica, 22(4), 267-270.

https://dx.doi.org/10.1016/j.edumed.2019.10.013

Chang-Segura, J. (2019). Evitando la neurofobia en los estudiantes de

medicina. Revista Clínica de la Escuela de Medicina UCR-HSJD,

9(3), 26-34.

https://revistas.ucr.ac.cr/index.php/clinica/article/view/38707

Chhetri, S. K. (2017). E-learning in neurology education: principles,

opportunities and challenges in combating neurophobia. Journal of

Clinical Neuroscience, 44, 80-83.

https://dx.doi.org/10.1016/j.jocn.2017.06.049

Gupta, N. B., Khadilkar, S. V., Bangar, S. S., Patil, T. R., & Chaudhari,

C. R. (2013). Neurology as career option among postgraduate

medical students. Annals of Indian Academy of Neurology, 16(4),

478-482. https://dx.doi.org/10.4103/0972-2327.120427

Javaid, M. A., Chakraborty, S., Cryan, J. F., Schellekens, H., & Toulouse,

A. (2017). Understanding neurophobia: reasons behind impaired

understanding and learning of neuroanatomy in cross-disciplinary

healthcare students. Anatomical Sciences Education, 11(1), 81-93.

https://dx.doi.org/10.1002/ase.1711

Jozefowicz, R. F. (1994). Neurophobia: the fear of neurology among

medical students. Archives of Neurology, 51(4), 328-329.

https://dx.doi.org/10.1001/archneur.1994.00540160018003

Kam, K. Q., Tan, G. S., Tan, K., Lim, E. C., Koh, N. Y., & Tan, N. C.

(2013). Neurophobia in medical students and junior doctors--blame

the GIK. Annals of the Academy of Medicine, Singapore, 42(11),

559–566. https://annals.edu.sg/neurophobia-in-medical-students-

and-junior-doctors-blame-the-gik/

Kumar, V. D. (2018). Curing neurophobia: a feasible suggestion for low-

resource settings. Annals of Indian Academy of Neurology, 21(4),

334-335. https://www.annalsofian.org/article.asp?issn=0972-

2327;year=2018;volume=21;issue=4;spage=334;epage=335;aulast=

Kumar;type=0

Matthias, A. T., Nagasingha, P., Ranasinghe, P., & Gunatilake, S. B.

(2013). Neurophobia among medical students and non-specialist

doctors in Sri Lanka. BMC Medical Education, 13, 164, 1-7.

https://dx.doi.org/10.1186/1472-6920-13-164

McGovern, E., Louapre, C., Cassereau, J., Flamand-Roze, C., Corsetti,

E., Jegatheesan, P., Bendetowicz, D., Giron, C., Dunoyer, M., Villain,

N., Renaud, M. C., Sauleau, P., Michel, L., Vérin, M., Worbe, Y.,

Falissard, B., & Roze, E. (2021). NeuroQ: a neurophobia screening

tool assesses how roleplay challenges neurophobia. Journal of the

Neurological Sciences, 421, 117320.

https://dx.doi.org/10.1016/j.jns.2021.117320

Pakpoor, J., Handel, A. E., Disanto, G., Davenport, R. J., Giovannoni,

G., & Ramagopalan, S. V. (2014). National survey of UK medical

students on the perception of neurology. BMC Medical Education,

14, 225, 1-5. https://dx.doi.org/10.1186/1472-6920-14-225

Sánchez-Jordán, A., Medina-Rioja, R., Díaz-Peregrino, R., & Cantú-

Brito, C. (2017). Panorama de la neurofobia en México. Revista

Mexicana de Neurociencia, 18(2), 6-16.

https://www.medigraphic.com/cgi-

bin/new/resumen.cgi?IDARTICULO=74255

Shiels, L., Majmundar, P., Zywot, A., Sobotka, J., Lau, C. S. M., &

Jalonen, T. O. (2017). Medical student attitudes and educational

interventions to prevent neurophobia: a longitudinal study. BMC

Medical Education, 17, 225, 2-7. https://dx.doi.org/10.1186/s12909-

017-1055-4

Schon, F, Hart, P, & Fernandez, C. (2002). Is clinical neurology really

so difficult? Journal of Neurology, Neurosurgery & Psychiatry,

72(5), 557-559. http://dx.doi.org/10.1136/jnnp.72.5.557

Thiebaud, C. M., Bock Alvarado, S. P., Medina Guillen, M. F.,

Martínez-Martínez, C. A., Alvarado Cortés, J. D., Suazo Villalobos,

D. A., & Solano Velásquez, J. Z. (2021). Methodologies in medical

education. Virtual expert panel in Honduras during the COVID-19

pandemic. Innovare: Revista de Ciencia y Tecnología, 10(2), 99-108.

https://dx.doi.org/10.5377/innovare.v10i2.12270

Welch, M. C., Yu, J., Larkin, M. B., Graves, E. K., & Mears, D. (2020).

A multimedia educational module for teaching early medical

neuroanatomy. MedEdPORTAL, 16, 10885, 1-7.

https://dx.doi.org/10.15766/mep_2374-8265.10885

Youssef, F. F. (2009). Neurophobia and its implications: evidence from

a Caribbean medical school. BMC Medical Education, 9, 39, 1-7.

https://dx.doi.org/10.1186/1472-6920-9-39

Zinchuk, A. V., Flanagan, E. P., Tubridy, N. J., Miller, W. A., &

McCullough, L. D. (2010). Attitudes of US medical trainees towards

neurology education: "Neurophobia" - a global issue. BMC Medical

Education, 10, 49, 2-7. https://dx.doi.org/10.1186/1472-6920-10-49