Abstract “Neurophobia,” a pervasive fear of the neurological sciences, poses a significant barrier in medical education, affecting learners and physicians worldwide. Its consequences are far‐reaching, contributing to a limited neurology workforce and diminished confidence among non‐specialists in managing neurological conditions. The inherent complexity of neuroanatomy is a primary contributor to neurophobia, often overwhelming learners and contributing to a loss of confidence that hinders meaningful learning and competent application of concepts. While many educational interventions have sought to mitigate this fear, this discursive article proposes a more foundational shift toward proactively cultivating a “neuroquisitive mindset”—an active state of curiosity and engagement with clinical neuroanatomy. This discursive article introduces a practical framework that is educator‐focused in design and grounded in learner‐centered principles, offering strategies to foster neuroquisitiveness by addressing the roots of neurophobia. This framework is built upon four interconnected pillars: (1) prioritizing essential knowledge; (2) managing cognitive load through instructional design; (3) implementing applied learning strategies; and (4) emphasizing clinical relevance to ground concepts in patient care. By equipping educators with actionable strategies, the neuroquisitive framework aims to transform neuroanatomy from a source of intimidation into a field of inquiry, promoting durable knowledge and confidence in the neurological sciences among future physicians.
Jb et al. (Wed,) studied this question.