Neurophobia-Related Perceptions, Career Interest, and Educational Preferences Among Medical Students and Fresh Graduates at the University of Gezira, Sudan: A Cross-Sectional Study

Background: Neurophobia refers to perceived difficulty, fear of, and aversion to neurology and is a significant barrier in medical education globally, particularly in sub-Saharan Africa, where neurologists are scarce and disease burden is high. Methods: A descriptive, cross-sectional study was conducted at the Faculty of Medicine, University of Gezira (FMUG), between December 2023 and March 2024. A self-administered questionnaire adapted from the previously validated NeuroQ questionnaire was distributed to 265 participants (medical students from Batches 40 and 41 and fresh graduates from Batch 39) using stratified random sampling. Descriptive statistics and chi-square tests were performed using the Statistical Package for the Social Sciences (SPSS); a p-value <0.05 was considered statistically significant. Results: Of 265 participants (mean age: 24 ± 1 years; 171 (64.5%) female), 116 (43.7%) reported difficulty understanding neurological concepts, and 170 (64.2%) perceived neurology as more complicated than other specialties; over half (137, 51.6%) had difficulty applying theoretical knowledge clinically. The most common contributing factors were the influence of senior colleagues portraying neurology as difficult (182, 68.7%), neuroanatomy complexity (172, 64.9%), and short course duration (132, 49.8%). Only 51 (19.2%) expressed definite interest in a neurology career, while 127 (47.9%) were undecided. Problem-based learning (214, 80.7%) and bedside teaching (208, 78.5%) were the most preferred educational methods. Confidence in understanding neurological concepts was significantly associated with interest in pursuing neurology as a future career (χ² = 17.947, df = 8, p = 0.022). Conclusion: Neurophobia-related perceptions were common among medical students and fresh graduates at the University of Gezira, particularly perceived difficulty in understanding neurological concepts, the belief that neurology is more complicated than other specialties, and difficulty applying theoretical knowledge in clinical settings, requiring curriculum enhancements and expanded bedside teaching.