Keywords
Neurology
Neurosciences
Undergraduate medical education
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Abstract
Objective: To evaluate the professor’s perspective about neurophobia in medical undergraduate education, identifying risk factors and coping strategies. Methods: This is a cross-sectional study, with qualitative-quantitative approach, with 35 professors of a medical school, in Belém-Pará. Results: Most professors (88,6%) notice neurophobia in students, with the 2nd semester having the highest incidence (41,2%) and the 6th having the highest prevalence (41,2%). For 70,6% of professors, it is common to hear from students that they are unable to learn neurology, with the influence of veterans, the complexity of neuroanatomy/physiology and the distance between theory and practice being the main risk factors. Manifestations of neurophobia in students are perceived in the following areas: emotional, performance and language (verbal or not), being a moderate to severe problem for 70,6%. Curriculum review, diversification of teaching methodologies and pedagogical support measures were the main suggestions for combating neurophobia. Conclusion: In the professor’s perception, neurophobia in medical undergraduate course is strongly present, appearing in the first contact with the teaching of neurosciences and special relating to factors such as the complexity of neuroanatomy/physiology and the influence of veterans. Curriculum review, use of different methodologies and pedagogical reinforcement are necessary measures to combat neurophobia.
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