Introduction:

neurophobia, defined as the fear or aversion to neurology due to its perceived complexity, poses a challenge in medical education. This study examines the prevalence and associated factors of neurophobia among medical students in Paraguay.

Objective:

to explore perceptions, attitudes, and factors associated with neurophobia among medical students and identify educational strategies to enhance neurology teaching.

Methods:

this was an observational, descriptive, and cross-sectional study conducted with a sample of 413 medical students from various Paraguayan universities. Data on sociodemographic characteristics, prior experiences in neurology, and knowledge perceptions were collected using a validated questionnaire. Descriptive and inferential statistical analyses were performed.

Results:

a total of 41.6 % of students reported a low likelihood of choosing neurology as a specialty, while 33.9 % expressed intermediate levels of fear toward this discipline. The main causes of neurophobia were theoretical teaching approaches (32.9 %) and the perceived difficulty of neuroanatomy (35.8 %). Additionally, 69.2 % considered neurology teaching to be insufficient, and 81.1 % reported a lack of extracurricular activities related to neurology.

Conclusions:

the findings highlight the need for a more practical and interactive curriculum, emphasizing clinical simulations and extracurricular activities to foster interest and confidence in neurology. These changes could mitigate neurophobia and encourage professional development in this specialty.

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