Advertisement

NeuroQ: A neurophobia screening tool assesses how roleplay challenges neurophobia

Published:January 20, 2021DOI:https://doi.org/10.1016/j.jns.2021.117320

      Highlights

      • Neurophobia is a fear of neuroscience and neurology.
      • Neurophobia starts in pre-clinical years in medical school.
      • NeuroQ questionnaire is a validated tool to measure neurophobia in medical students and the effect of a teaching intervention.
      • The Move neurology teaching program improves neurophobia.

      Abstract

      Background

      Neurophobia is a chronic disease of medical students and junior doctors. Early detection is needed to facilitate prevention and management as this fear can negatively impact patient care.

      Methods

      We conducted a two-part mono-centric study at the faculty of Medicine, Sorbonne University, in Paris. Part one: a cross-sectional study to validate a newly constructed neurophobia scale, NeuroQ. Part two: a prospective longitudinal study to assess the impact of The Move on student neurophobia using NeuroQ. A population-based sample of second-year medical students of the 2019 and 2020 class of the Faculty of Medicine of Sorbonne University were invited to participate.

      Results

      NeuroQ incorporates the main themes of the neurophobia definition and demonstrates uni-dimensionality. Three hundred and ninety-five medical students participated in the study (mean age was 20.0 years, SD: 2.1 years) assessing the effect of The Move teaching on neurophobia. Two hundred and eighty-eight (72.9%) students were female. After the Move teaching the mean NeuroQ score was significantly lower compared to the baseline NeuroQ score (mean [SD] variation, −1.1 [2.6], p < 0.001). There was a 22.3% relative reduction in the number of neurophobic students after The Move teaching.

      Conclusion

      Our results highlight the utility of NeuroQ in assessing (i) baseline neurophobia and (ii) the impact of pre-clinical educational interventions on neurophobia. Furthermore, we have shown the importance of pre-clinical educational interventions, such as The Move, in tackling neurophobia.

      Keywords

      To read this article in full you will need to make a payment

      Purchase one-time access:

      Academic & Personal: 24 hour online accessCorporate R&D Professionals: 24 hour online access
      One-time access price info
      • For academic or personal research use, select 'Academic and Personal'
      • For corporate R&D use, select 'Corporate R&D Professionals'

      Subscribe:

      Subscribe to Journal of the Neurological Sciences
      Already a print subscriber? Claim online access
      Already an online subscriber? Sign in
      Institutional Access: Sign in to ScienceDirect

      References

        • Schon F.
        • Hart P.
        Fernandez C. is clinical neurology really so difficult?.
        J. Neurol. Neurosurg. Psychiatry. 2002; 72: 557-559https://doi.org/10.1136/jnnp.72.5.557
        • Flanagan E.
        • Walsh C.
        • Tubridy N.
        Neurophobia attitudes of medical students and doctors in Ireland to neurological teaching.
        Eur. J. Neurol. 2007; 14: 1109-1112https://doi.org/10.1111/j.1468-1331.2007.01911.x
        • Fantaneanu T.A.
        • Moreau K.
        • Eady K.
        • et al.
        Neurophobia inception: a study of trainees’ perceptions of neurology education.
        Can. J. Neurol. Sci. 2014; 41: 421-429https://doi.org/10.1017/S0317167100018436
        • Matthias A.T.
        • Nagasingha P.
        • Ranasinghe P.
        • Gunatilake S.B.
        Neurophobia among medical students and non-specialist doctors in Sri Lanka.
        BMC Med. Educ. 2013; 13https://doi.org/10.1186/1472-6920-13-164
        • Zinchuk A.V.
        • Flanagan E.P.
        • Tubridy N.J.
        • Miller W.A.
        • Mccullough L.D.
        Attitudes of US medical trainees towards neurology education: “Neurophobia” - a global issue.
        BMC Med. Educ. 2010; 10https://doi.org/10.1186/1472-6920-10-49
        • Pakpoor J.
        • Handel A.E.
        • Disanto G.
        • Davenport R.J.
        • Giovannoni G.
        • Ramagopalan S.V.
        National survey of UK medical students on the perception of neurology.
        BMC Med. Educ. 2014; 14https://doi.org/10.1186/1472-6920-14-225
        • Jozefowicz R.
        Neurophobia.
        Arch. Neurol. Neurol. 1994; 51: 328-329
        • Matthias A.T.
        • Nagasingha P.
        • Ranasinghe P.
        • Gunatilake S.B.
        Neurophobia among medical students and non-specialist doctors in Sri Lanka.
        BMC Med. Educ. 2013; 13https://doi.org/10.1186/1472-6920-13-164
        • Youssef F.F.
        Neurophobia and its implications: evidence from a Caribbean medical school.
        BMC Med. Educ. 2009; 9https://doi.org/10.1186/1472-6920-9-39
        • Qian Kam K.
        • GSE Tan
        • Tan K.
        • ECH Lim
        • Koh N.Y.U.
        • NCK Tan
        Neurophobia in medical students and junior doctors--blame the GIK.
        Ann. Acad. Med. Singap. 2013; 42: 559-566
        • BP S.
        • TV C.
        • Preventing B.R.N.
        “Neurophobia”: remodeling neurology education for 21 st-century medical students through effective pedagogical strategies for “Neurophilia”.
        Ann. Indian Acad. Neurol. 2018; 21https://doi.org/10.4103/AIAN.AIAN_371_17
        • McCarron M.O.
        • Stevenson M.
        • Loftus A.M.
        • McKeown P.
        Neurophobia among general practice trainees: the evidence, perceived causes and solutions.
        Clin. Neurol. Neurosurg. 2014; 122: 124-128https://doi.org/10.1016/j.clineuro.2014.03.021
        • Abulaban A.A.
        • Obeid T.H.
        • Algahtani H.A.
        • et al.
        Neurophobia among medical students.
        Neurosciences. 2015; 20: 37-40https://doi.org/10.17712/nsj.2015.4.20150500
        • McGee J.
        • Maghzi A.H.
        • Minagar A.
        Neurophobia: a global and under-recognized phenomenon.
        Clin. Neurol. Neurosurg. 2014; 122: iii-ivhttps://doi.org/10.1016/j.clineuro.2014.03.023
        • Hudson J.N.
        Linking neuroscience theory to practice to help overcome student fear of neurology.
        Med. Teach. 2006; 28: 651-653https://doi.org/10.1080/01421590600726409
        • Kamour A.H.
        • Han D.Y.
        • Mannino D.M.
        • Hessler A.B.
        • Kedar S.
        Factors that impact medical student and house-staff career interest in brain related specialties.
        J. Neurol. Sci. 2016; 369: 312-317https://doi.org/10.1016/j.jns.2016.08.046
        • Shiels L.
        • Majmundar P.
        • Zywot A.
        • Sobotka J.
        • Lau C.S.M.
        • Jalonen TO
        Medical student attitudes and educational interventions to prevent neurophobia: a longitudinal study.
        BMC Med. Educ. 2017; 17: 1-7https://doi.org/10.1186/s12909-017-1055-4
        • Conway S.
        • Tubridy N.
        Neurophobia: more nurture than nature?.
        Ir. Med. J. 2018; 111 (Accessed July 6, 2020): 710
        • Abushouk A.I.
        • Duc N.M.
        Curing neurophobia in medical schools: evidence-based strategies.
        Med. Educ. Online. 2016; 21: 1-7https://doi.org/10.3402/meo.v21.32476
        • Sandrone S.
        • Berthaud J.V.
        • Chuquilin M.
        • et al.
        Neurologic and neuroscience education: mitigating neurophobia to mentor health care providers.
        Neurology. 2019; 92: 174-179https://doi.org/10.1212/WNL.0000000000006716
        • Chhetri S.K.
        E-learning in neurology education: principles, opportunities and challenges in combating neurophobia.
        J. Clin. Neurosci. 2017; 44: 80-83https://doi.org/10.1016/j.jocn.2017.06.049
        • Ruisoto P.
        • Juanes J.A.
        Fostering Student’s engagement and active learning in neuroscience education.
        J. Med. Syst. 2019; 43https://doi.org/10.1007/s10916-019-1192-x
        • Burford C.
        • Pasha T.
        • Iyer P.
        • Rupawala H.
        • Andreica E.C.
        • Huett M.
        Initiatives to reduce neurophobia in medical students: a novel neuroscience conference model.
        J. Neurol. Sci. 2019; 398: 119-120https://doi.org/10.1016/j.jns.2019.01.042
        • Anwar K.
        • Shaikh A.A.
        • Sajid M.R.
        • Cahusac P.
        • Alarifi N.A.
        • Al Shedoukhy A.
        Tackling student neurophobia in neurosciences block with team-based learning.
        Med. Educ. Online. 2015; 20: 1-6https://doi.org/10.3402/meo.v20.28461
        • Roze E.
        • Flamand-Roze C.
        • Meneret A.
        • et al.
        “The move”, an innovative simulation-based medical education program using roleplay to teach neurological semiology: Students’ and teachers’ perceptions.
        Rev. Neurol. (Paris). 2016; 172: 289-294https://doi.org/10.1016/j.neurol.2016.02.007
        • Roze E.
        • Worbe Y.
        • Louapre C.
        • et al.
        Miming neurological syndromes improves medical student’s long-term retention and delayed recall of neurology.
        J. Neurol. Sci. 2018; 391: 143-148https://doi.org/10.1016/j.jns.2018.06.003
        • Ziegler M.
        • Hagemann D.
        Testing the unidimensionality of items: pitfalls and loopholes.
        Eur. J. Psychol. Assess. 2015; 31: 231-237https://doi.org/10.1027/1015-5759/a000309
        • Iragorri N.
        • Spackman E.
        Assessing the value of screening tools: reviewing the challenges and opportunities of cost-effectiveness analysis.
        Public Health Rev. 2018; 39: 1-27https://doi.org/10.1186/s40985-018-0093-8
        • Cowart M.J.W.
        • Ollendick T.H.
        Specific Phobias. Wiley-Blackwell Handb treat child Adolesc.
        Anxiety. 2012; 5: 353-368https://doi.org/10.1002/9781118315088.ch16
        • O’Sullivan S.S.
        • Redwood R.I.
        • Hunt D.
        • McMahon E.M.
        • O’Sullivan S.
        Recognition of psychogenic non-epileptic seizures: a curable neurophobia?.
        J. Neurol. Neurosurg. Psychiatry. 2013; 84: 228-231https://doi.org/10.1136/jnnp-2012-303062
        • Loftus A.M.
        • Wade C.
        • McCarron M.O.
        Primary care perceptions of neurology and neurology services.
        Postgrad. Med. J. 2016; 92: 318-321https://doi.org/10.1136/postgradmedj-2015-133683
        • Fuller G.N.
        Neurophilia: a fascination for neurology-a new syndrome.
        Pract. Neurol. 2012; 12: 276-278https://doi.org/10.1136/practneurol-2012-000400
        • Dao V.
        • Yeh P.H.
        • Vogel K.S.
        • Moore C.M.
        Applied neuroanatomy elective to reinforce and promote engagement with neurosensory pathways using interactive and artistic activities.
        Anat. Sci. Educ. 2015; 8: 166-174https://doi.org/10.1002/ase.1469
        • Dickson K.A.
        • Stephens B.W.
        It’s all in the mime: actions speak louder than words when teaching the cranial nerves.
        Anat. Sci. Educ. 2015; 8: 584-592https://doi.org/10.1002/ase.1531
        • Corbi A.
        • Santos O.C.
        • Burgos D.
        Intelligent framework for learning physics with aikido (martial art) and registered sensors.
        Sensors (Switzerland). 2019; 19: 1-18https://doi.org/10.3390/s19173681
        • Land M.H.
        Full STEAM ahead: the benefits of integrating the arts into STEM.
        Proced. Comput. Sci. 2013; 20: 547-552https://doi.org/10.1016/j.procs.2013.09.317
        • Caverzagie K.J.
        • Goldenberg M.G.
        • Hall J.M.
        Psychology and learning: the role of the clinical learning environment.
        Med. Teach. 2019; 41: 375-379https://doi.org/10.1080/0142159X.2019.1567910
        • Young J.E.
        • Williamson M.I.
        • Egan T.G.
        Students’ reflections on the relationships between safe learning environments, learning challenge and positive experiences of learning in a simulated GP clinic.
        Adv. Health Sci. Educ. 2016; 21: 63-77https://doi.org/10.1007/s10459-015-9611-3

      Linked Article

      • Assessing neurophobia: A good move
        Journal of the Neurological SciencesVol. 421
        • Preview
          Recently, medical education has been considered an emerging subspeciality within neurology [1]. Teaching is an exciting and rewarding activity, especially in such an interesting field. However, medical educators in neurology face a specific challenge: neurophobia.
        • Full-Text
        • PDF