Abstract The role of the neurologic educator has evolved from an informal pursuit into an intentional academic discipline. This development intersects with the persistent challenge of neurophobia, characterized by fear and avoidance of neurology among trainees. Despite improved understanding of its drivers, neurophobia continues to negatively influence engagement and recruitment into the field. Importantly, many contributing factors reflect modifiable features of educational design rather than inherent characteristics of neurology, creating opportunities for educational innovation. Here, we situate the modern neurologic educator within the evolution of medical education and describe how the complementary roles of teacher, administrator, and scholar can advance neurologic education and address neurophobia. We also highlight opportunities in neurologic education, including engagement with nonphysician clinicians, use of nontraditional platforms for dissemination, and a shift toward cultivating neurophilia. Central to this work is the intentional creation of career pathways that inspire, support, and sustain the next generation of neurologic educators.
Tarolli et al. (2026) studied this question.