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Reducing Neurophobia through Near-Peer Teaching: An Analysis Using the NeuroQ Questionnaire

Lookup NU author(s): Muzuki Ueda, Dr Bas OlthofORCiD, Dr Paul HubbardORCiD

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Abstract

Neurophobia1 , the fear of neurology, is common in clinicians and oȅen originates early in medical education. Near-peer teaching, where senior students teach their juniors, offers a potential solution2 . This study investigates the efficacy of near-peer teaching in reducing neurophobia among medical students using the NeuroQ questionnaire3 , a validated tool to measure neurophobia. A series of seven near-peer teaching sessions, covering year 1-3 MBBS neurology content, was organised by the student-led Newcastle Neurological Society. Sessions ran between November 2025 and June 2026. Sessions were advertised during lectures and via social media. Participants completed pre- and postsession surveys that incorporated the NeuroQ questionnaire (5-point Likert scale) and qualitative feedback. A total of 36 students attended the first three sessions. A preliminary analysis of matched data (n = 14) was conducted using the Wilcoxon Signed Rank Test and qualitative content analysis. Analysis showed a statistically significant increase in student confidence in their ability to study neurology (mean 3.43 to 3.86, p = 0.048). Additionally, there was a significant reduction in the perception that applying theoretical neurology knowledge to clinical scenarios is difficult (mean 3.57 to 3.00, p = 0.042). No significant changes were observed in student perception that neurology is more complicated to understand compared to other specialities. Our findings indicate that near-peer teaching can be an effective method for preparing future clinicians to manage neurological conditions with greater confidence. While the perception of neurology as a complex subject persists, qualitative feedback provided valuable suggestions for improving future sessions. Reference(s) 1. Jozefowicz RF. Neurophobia: the fear of neurology among medical students. Arch Neurol. 1994;51(4):328-329. doi:10.1001/archneur.1994.00540160018003, 2. Hall S, Lewis M, Border S, Powell M. Near-peer teaching in clinical neuroanatomy. Clin Teach. 2013;10(4):230-235. doi:10.1111/tct.12001, 3. McGovern E, Louapre C, Cassereau J, et al. NeuroQ: A neurophobia screening tool assesses how roleplay challenges neurophobia. J Neurol Sci. 2021;421:117320. doi:10.1016/j.jns.2021.117320

Publication metadata

Author(s): Ueda M, Olthof B, Hubbard PS

Publication type: Conference Proceedings (inc. Abstract)

Publication status: Published

Conference Name: ASME Annual Scholarship Meeting: Beyond Boundaries: Innovation, Inclusion and Impact in Health Professions Education

Year of Conference: 2026

Pages: 535-535

Online publication date: 01/07/2026

Acceptance date: 27/02/2026

Publisher: ASME

URL: https://www.asme.org.uk/wp-content/uploads/2026/06/Abstracts-Book-2026-Final.pdf

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