A multimodal curriculum with integrated gamification helps reduce neurophobia in medical students
Rattachement africain : au, lk, my, hk, es, us, Afrique du Sud. Niveau de preuve : code pays fourni par la source.
Le résumé fourni par la source
"Neurophobia," a fear of neural sciences, presents a significant impediment in medical education, contributing to student anxiety and influencing career selection away from neurological specialties. The high prevalence of neurophobia underscores the significance of this issue. Despite the widespread recognition of neurophobia, a clear mechanism for addressing this across healthcare curricula remains elusive. To help address this gap, this article describes the design and evaluation of an innovative, multimodal curriculum designed to target this deep-seated fear of neuroanatomy. We hypothesized that this multimodal, gamified approach would increase the students' self-perceived confidence in neuroanatomy. The curriculum was delivered to medical students at two different institutions, integrating traditional neuroanatomy teaching methods such as donor dissection with strategies that gamify learning. Gamification relied on low-fidelity competitions, such as Memory Games, Neuro-Charades, A Minute to Win It, "Neuro-Jeopardy" revision sessions, clinically oriented simulated anatomy ward rounds, and an immersive escape room, many of which were developed with corresponding scalable digital versions for broad dissemination. A mixed-methods evaluation using pre- and post-course surveys and content analysis of qualitative feedback from medical students was conducted to assess their perceived confidence in neuroanatomy. A significant increase in mean self-perceived learner confidence was observed post-intervention (V = 489, p < 0.001). Quantitative and qualitative data indicated high student satisfaction and perceived educational efficacy for all curriculum components. Students affirmed the value of dissection for 3D conceptualization while highlighting how gamified activities fostered engagement and collaborative learning. This work suggests that a synergistic combination of traditional and innovative pedagogical techniques can help improve learner confidence in neuroanatomy. Further iterations of these interventions focused on a framework for scalability without compromising impact.
Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.
Le contrôle bibliographique ouvert
DOI retrouvé dans Crossref DOI retrouvé ; titre concordant.
- Titre Crossref
- A multimodal curriculum with integrated gamification helps reduce neurophobia in medical students
- Date Crossref
- 13/02/2026
- Éditeur
- Wiley
- Type
- journal-article
Ce recoupement confirme des métadonnées liées au DOI. Il ne confirme ni la méthode ni les conclusions de l’étude, et il ne compte pas comme une seconde source scientifique indépendante.
Où se fait cette recherche
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Monash University Monash Centre for Scholarship in Health Education pays non établi dans la noticeUniversité ou école supérieure
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University of Moratuwa Department of Anatomy pays non établi dans la noticeUniversité ou école supérieure
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University of Kelaniya Department of Anatomy pays non établi dans la noticeUniversité ou école supérieure
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Hospital Sungai Buloh pays non établi dans la noticeÉtablissement de santé
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Universiti Teknologi MARA Centre of Preclinical Science Studies pays non établi dans la noticeUniversité ou école supérieure
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Chinese University of Hong Kong pays non établi dans la noticeUniversité ou école supérieure
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University of Hong Kong pays non établi dans la noticeUniversité ou école supérieure
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Universitat Jaume I pays non établi dans la noticeUniversité ou école supérieure
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Texas Christian University pays non établi dans la noticeUniversité ou école supérieure
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University of Johannesburg Department of Chiropractic University of Johannesburg, Afrique du Sud (code pays fourni par la source)Université ou école supérieure
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Monash University Malaysia pays non établi dans la noticeUniversité ou école supérieure
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Monash Health pays non établi dans la noticeÉtablissement de santé
Monash Centre for Scholarship in Health Education — Monash University, Department of Anatomy — University of Moratuwa et Department of Anatomy — University of Kelaniya, avec 9 autres affiliations. Pays d’affiliation : Afrique du Sud.
Une affiliation ne permet pas de déduire la nationalité d’un auteur.