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<p>Neuroanatomy is widely recognized as a challenging discipline, often leading to neurophobia among students and disinterest in neurology among healthcare professionals. The current study aimed to evaluate the perceptions and teaching approaches of neuroanatomy professors in Medicine and Physiotherapy programs at universities of Paraíba, Brazil, in order to determine whether the lecturers’ strategies could be a contributing factor to the low engagement in neurosciences. A cross-sectional study that utilizes a quantitative method of data collection with qualitative enhancement was performed with neuroanatomy lecturers from universities of Paraiba, Brazil. They were invited to complete an online questionnaire. A total of 16 professors (8 from Medicine course and 8 from Physiotherapy course) from 11 institutions were interviewed. In our sample, lecturers teaching in Medicine tended to hold higher formal qualifications compared to those teaching in Physiotherapy. Despite the difference in formal qualifications, professors of both courses identify themselves as proficient in teaching neuroanatomy. Concerning to practical lessons, a low use of cadaveric specimens, anatomical models and dissection was observed in professors of both courses.The most frequently cited literature was <i>Functional Neuroanatomy</i> by Angelo Machado. Additionally, 87.5% of the professors reported using supplementary materials, such as YouTube videos, to enhance learning. Although there is a growing interest in digital tools, resistance to curricular modernization remains a challenge, especially among professors of Medicine. Moreover, low use and availability of cadaveric specimens in practical training, limited instructional time and limited access to modern technologies can compromise the quality of neuroanatomy learning, leading to neurophobia and low engagement in the neurosciences field for future health professionals. Investments in body donation programs, pedagogical innovation, interdisciplinary integration and infrastructure could optimize teaching and learning of neuroanatomy in the population studied.</p>

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Attitudes and Perceptions of Neuroanatomy Lecturers towards the Relevance of Neuroanatomy in the Medical and Physiotherapy Curriculum at Northeast Brazilian Health Profession Schools

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月21日

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  • João Henrique Ferreira França,
  • Maria Clara Santana Lira,
  • João Paulo De Oliveira Jeronimo Rodrigues,
  • Reynaldo de França Souza,
  • Reynaldo de França Souza,
  • Tainá Ottoni Borges Igreja Ramos Brandão,
  • André de Sá Braga Oliveira

摘要

Neuroanatomy is widely recognized as a challenging discipline, often leading to neurophobia among students and disinterest in neurology among healthcare professionals. The current study aimed to evaluate the perceptions and teaching approaches of neuroanatomy professors in Medicine and Physiotherapy programs at universities of Paraíba, Brazil, in order to determine whether the lecturers’ strategies could be a contributing factor to the low engagement in neurosciences. A cross-sectional study that utilizes a quantitative method of data collection with qualitative enhancement was performed with neuroanatomy lecturers from universities of Paraiba, Brazil. They were invited to complete an online questionnaire. A total of 16 professors (8 from Medicine course and 8 from Physiotherapy course) from 11 institutions were interviewed. In our sample, lecturers teaching in Medicine tended to hold higher formal qualifications compared to those teaching in Physiotherapy. Despite the difference in formal qualifications, professors of both courses identify themselves as proficient in teaching neuroanatomy. Concerning to practical lessons, a low use of cadaveric specimens, anatomical models and dissection was observed in professors of both courses.The most frequently cited literature was Functional Neuroanatomy by Angelo Machado. Additionally, 87.5% of the professors reported using supplementary materials, such as YouTube videos, to enhance learning. Although there is a growing interest in digital tools, resistance to curricular modernization remains a challenge, especially among professors of Medicine. Moreover, low use and availability of cadaveric specimens in practical training, limited instructional time and limited access to modern technologies can compromise the quality of neuroanatomy learning, leading to neurophobia and low engagement in the neurosciences field for future health professionals. Investments in body donation programs, pedagogical innovation, interdisciplinary integration and infrastructure could optimize teaching and learning of neuroanatomy in the population studied.