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dc.contributor.author | Venter, Gerda![]() |
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dc.contributor.author | Lubbe, J.C. (Irene)![]() |
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dc.contributor.author | Bosman, Marius C.![]() |
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dc.date.accessioned | 2023-02-23T08:01:16Z | |
dc.date.issued | 2022-11 | |
dc.description.abstract | Neuroanatomy in the medical curriculum tends to be challenging for both lecturers and students. Students and lecturers perceive the relevance and importance of neuroanatomy differently. If not taught sufficiently, students develop a dislike or fear (termed neurophobia) for the subject. This fear prevents them from being receptive to the teaching and consequently applying the neuroanatomy knowledge in the clinical environment. Information on the approach and perception of undergraduate neuroanatomy lecturers in South Africa regarding neuroanatomy in the medical curriculum is scarce and inconclusive. A study was undertaken to explore the attitudes and perceptions of neuroanatomy lecturers towards the relevance of neuroanatomy, as well as the teaching techniques and approach thereof, in the medical curriculum. In order to determine whether the lecturers’ teaching approach and attitudes could be a contributing factor to neurophobia. In a cross-sectional qualitative study, neuroanatomy lecturers from the nine South African medical schools were invited to complete an anonymous online questionnaire. Results were thematically analysed and grouped. Lecturing staff from seven of the medical schools participated in this study and included fourteen respondents. The respondents classified themselves mainly as either proficient (78.6%) or experts (15.8%) in their neuroanatomy teaching experience. All the respondents acknowledged that neuroanatomy is important in their students’ medical training. A lecturer’s perceptions and attitude towards the subject or content, greatly affect the facilitation approaches and techniques used. This might have far- reaching consequences for students as it might impact on their attitude towards the content. | en_US |
dc.description.department | Anatomy | en_US |
dc.description.department | Education Innovation | en_US |
dc.description.embargo | 2023-11-22 | |
dc.description.librarian | hj2023 | en_US |
dc.description.uri | https://link.springer.com/journal/10916 | en_US |
dc.identifier.citation | Venter, G., Lubbe, J.C. & Bosman, M.C. Neurophobia: A Side Effect of Neuroanatomy Education? Journal of Medical Systems 46, 99 (2022). https://doi.org/10.1007/s10916-022-01885-1. | en_US |
dc.identifier.issn | 0148-5598 (print) | |
dc.identifier.issn | 1573-689X (online) | |
dc.identifier.other | 10.1007/s10916-022-01885-1 | |
dc.identifier.uri | https://repository.up.ac.za/handle/2263/89787 | |
dc.language.iso | en | en_US |
dc.publisher | Springer | en_US |
dc.rights | © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022. The original publication is available at : https://link.springer.com/journal/10916. [12 months embargo] | en_US |
dc.subject | Neuroanatomy education | en_US |
dc.subject | Undergraduate education | en_US |
dc.subject | Lecturers’ perceptions | en_US |
dc.subject | Medical education | en_US |
dc.subject | Neurophobia | en_US |
dc.subject.other | Health sciences article SDG-03 | |
dc.subject.other | SDG-03: Good health and well-being | |
dc.title | Neurophobia : a side effect of neuroanatomy education? | en_US |
dc.type | Postprint Article | en_US |