From Neurophobia to Neuro-curiosity: A Blueprint for Reimagining Preclinical Neuroscience Education

Abstract

The preclinical neuroscience course is widely regarded as one of the most conceptually challenging components of medical education and is often associated with the emergence of “neurophobia.” Rather than continuing to focus solely on reducing fear, it is time to cultivate “neuro-curiosity” a mindset of inquiry, relevance, and connection. Grounded in self-determination theory, which emphasizes autonomy, competence, and relatedness as drivers of intrinsic motivation, this review outlines four core pillars for curriculum reform: clinical relevance, neuroanatomy through imaging, case-based learning, and digital engagement. Together, these strategies promote deeper learning, emotional engagement, and diagnostic reasoning. With neurologic disease burden rising and a projected shortage of neurologists, early, engaging exposure to neuroscience is critical to building a robust future workforce. The preclinical neuroscience course presents a unique opportunity not only to teach foundational knowledge, but also to inspire sustained interest in neurology from the very start of medical training.

Keywords

neuroscience education - neurophobia - self-determination theory - curricular innovation - learner engagement

Contributor's Statement

T.B.K. contributed to conceptualization, formal analysis, project administration, resources, validation, visualization, writing—original draft, writing—review and editing.

Publication History

Received: 15 July 2025

Accepted: 20 January 2026

Accepted Manuscript online:
22 January 2026

Article published online:
09 February 2026

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