Introduction:

Neurology teaching has faced difficulties nowadays, the reason why the term “neurophobia” has emerged, used to characterize any difficulty and fear that medical students worldwide report when it comes to Neurology-related content. Studies have shown that traditionally chosen teaching strategies are the main causes for this phenomenon. Methodological choices, such as team-based learning, represents a solution in this context.

Objective:

To argue how team-based learning is implemented, its characteristics and how Neurology teaching can be developed using this method.

Methods:

An integrative review was carried out, between 2002 and 2019, in the ERIC, MEDLINE, PUBMED and EBSCO databases, using the words aprendizaje [learning], estrategias de enseñanza [teaching strategies], aprendizaje en equipo [team learning], neurología [neurology] and examen neurológico [neurological examination]. The studies were included if they dealt with the benefit of the neurology team-based learning method, its characteristics and principles.

Results:

Fourteen articles and systematic reviews were found, in which the method was defined in terms of its principles and benefits for neurology learning, which reinforced its role as a solution for settings in which it was difficult to learn these contents.

Conclusions:

The application of this method requires, according to the literature review, adequate planning and development of evaluation instruments. The benefits of the method are evident, even as an option in the fight against neurophobia.

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