<p>This Letter to the Editor addresses the article by Ali et al. on neurophobia among Egyptian medical students. While acknowledging the study’s relevance and methodological strengths, the letter highlights a key limitation: the absence of a conceptual framework to explain the deeper pedagogical and epistemological roots of neurophobia. Drawing from a qualitative study conducted in Brazil, the letter suggests that factors such as curricular fragmentation, positivist traditions, and lack of interdisciplinary integration may contribute to neurophobia beyond the commonly cited issues of neuroanatomical complexity and limited clinical exposure. The letter advocates for the inclusion of theory-informed and qualitative perspectives to enrich the understanding of neurophobia and recommends specific pedagogical interventions—such as simulation-based training and creative neuroanatomy teaching tools—as complements to current strategies. It concludes by proposing a more comprehensive and multidimensional approach to tackling neurophobia in medical education.</p>