A Generational Approach to Neurology Education: Engaging Generation Z Learners

Neurophobia remains a persistent barrier in neurology education because learners often struggle to connect neuroanatomy, localization, examination findings, and clinical reasoning. At the same time, Generation Z learners now comprise much of undergraduate and graduate medical education and have trained in an environment shaped by ubiquitous mobile technology, short-form media, rapid information retrieval, and heightened attention to feedback, well-being, and belonging. This review synthesizes literature on neurophobia, Gen Z learner preferences, cognitive load, active learning, simulation, multimedia instruction, social media, artificial intelligence (AI), and recent Neurology® Education scholarship. It argues for a generationally informed, not generationally deterministic, approach: many recommended strategies predate Gen Z and benefit learners across age groups, but they are especially relevant to the current technologic and cultural learning environment. Practical strategies include selective flipped classrooms, microlearning with spaced retrieval, simulation and deliberate practice, coaching-oriented feedback, curated social media resources, supervised AI use, and psychologically safe teaching cultures. A critical, theory-grounded approach can help neurology educators preserve rigor while making the path into neurologic reasoning clearer.