113 - Mitigating neurophobia in undergraduate neuroanatomy education: the impact of interactive e-learning modules

Poster Board Number: 113
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Eileen Kalmar, PhD - Associate Professor - Clinical, Biomedical Education & Anatomy, The Ohio State University

Abstract Body :
Introduction. Neurophobia, characterized by the fear and lack of confidence in clinical neurology, is a significant challenge in neuroanatomy education. Affecting over a quarter of undergraduate and medical students, this phenomenon not only compromises patient care but also contributes to the global shortage of neurologists. Previous work has identified high cognitive load and low motivation as risk factors of neurophobia. Here, we assess the impact of interactive e-learning modules, designed to optimize cognitive load and enhance motivation, in reducing neurophobia among neuroanatomy students. Methods. A mixed-methods, quasi-experimental study was conducted across two cohorts of undergraduates enrolled in an introductory neuroanatomy course. As a supplement to traditional resources, the experimental group received access to e-learning resources during Blocks 2 and 4 of the course, while the control group only received traditional resources for the duration of the course. Self-reported measures of neurophobia, cognitive load, motivation, and perceived difficulty were collected through online questionnaires at the beginning of the course and at the end of each of the four content blocks, while academic performance was measured through exam scores. Additionally, usage statistics and students’ perceptions of the e-learning modules were gathered for the experimental group. Data were analyzed using ANCOVA with Bonferroni correction to account for baseline differences between groups. Results. Thirty-two students in the experimental group and 41 students in the control group completed all questionnaires, with response rates of 24.2% and 31.8%. In Blocks 2 and 4, students in the experimental group accessed the e-learning modules for an average of 8.69 and 6.66 hours, respectively. These students had significantly lower neurophobia, cognitive load, assessment anxiety, and perceived difficulty, and significantly increased self-efficacy in these blocks compared to the control group. However, no significant differences in these metrics were observed in Block 3, where both groups used traditional methods. Finally, while the e-learning modules did not have a significant effect on intrinsic motivation and academic performance, a notable 89.5% of students in the experimental group favoured interactive e-learning modules over traditional methods. Conclusion. This study demonstrates that e-learning modules, grounded in cognitive load and motivational theories, can effectively mitigate neurophobia among undergraduate students. These findings advocate for further development and integration of interactive e-learning tools in neuroanatomy curricula, ultimately fostering a generation of more confident and capable practitioners in neurology.