Integrating teaching of neurological diseases: a scoping review of challenges and strategies

Organ- or system-based curricular integration is a key direction in medical education reform. However, implementing integrated teaching of neurological diseases remains challenging. Therefore, we aimed to review literature to assess the main challenges that hinder the integration of courses on neurological disorders. We searched the PubMed, Web of Science, and China National Knowledge Infrastructure databases from their inception up to February 26, 2026. Original studies on the design, implementation, and evaluation of integrated teaching of neurological diseases were included. Data extraction and thematic synthesis followed Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews guidelines. A total of 3,456 records were identified, and 15 quantitative studies were included. Four main challenges emerged: resource and time limitations, poor interdisciplinary collaboration, complex curriculum structure, and inadequate assessment systems. Countermeasures included faculty and textbook development, interdisciplinary teamwork, optimized curriculum design, and improved evaluation methods. Interventions reported in the literature to support integrated teaching of neurological diseases are diverse, with many described as beneficial, particularly multilevel reforms, including optimized structure, active learning, interdisciplinary faculty teams, and innovative assessment.