Impact of a neuroeducational intervention on factors associated with academic failure and academic performance in medical students.

Authors

  • Nallely Sarahí Estrada Reyes Facultad de Medicina y Ciencias Biomédicas, Universidad Autónoma de Chihuahua https://orcid.org/0009-0002-0928-054X
  • Lorena Mendoza Anaya Universidad Autónoma de Chihuahua
  • Sandra Alicia Reza López Facultad de Medicina y Ciencias Biomédicas, Universidad Autónoma de Chihuahua https://orcid.org/0000-0001-5541-5308
  • Omar Fierro Fierro Facultad de Medicina y Ciencias Biomédicas, Universidad Autónoma de Chihuahua https://orcid.org/0009-0009-1977-7251
  • Carlos Felipe Martínez Rodríguez Facultad de Medicina y Ciencias Biomédicas, Universidad Autónoma de Chihuahua https://orcid.org/0000-0002-4768-3246
DOI: https://doi.org/10.6018/edumed.723541
Keywords: Medical education, Medical students, Learning, Neurosciences, Teaching

Abstract

Background: Academic performance in medical students is a multifactorial phenomenon influenced by intrinsic and extrinsic factors that may facilitate or hinder learning. Identifying these factors and evaluating neuroeducational interventions may contribute to the development of strategies to enhance academic performance. Objective: To analyze the impact of a neuroeducational intervention on intrinsic factors, extrinsic factors, and academic performance in medical students. Methods: A mixed-methods study was conducted, integrating a qualitative phase and a quantitative quasi-experimental pretest-posttest design with intervention and control groups. The qualitative phase included 47 students with a history of course failure, and the data were analyzed using ATLAS.ti. The quantitative phase included 43 students (27 in the control group and 16 in the intervention group). The intervention group participated in a neurolearning course. Quantitative data were analyzed using pretest-posttest comparisons, with statistical significance set at p< 0.05. Results: Course failure was associated with difficulties in organization, time management, study strategies, and emotions such as anxiety, stress, and nervousness. The intervention group showed a significant improvement in academic emotions (p=0.005) and a significant increase in third-term examination scores compared with both the first (p=0.026) and second examinations (p=0.035). No significant changes were observed in extrinsic factors. Conclusions: The neuroeducational intervention promoted positive changes in intrinsic learning-related factors and was associated with improved academic performance, providing evidence of its potential to enhance the education of medical students.

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Author Biographies

Nallely Sarahí Estrada Reyes , Facultad de Medicina y Ciencias Biomédicas, Universidad Autónoma de Chihuahua

Medical intern completing the mandatory social service in the Neurosciences Department at the Faculty of Medicine and Biomedical Sciences, Autonomous University of Chihuahua. She has experience as an instructor for the courses Anatomical Structures with Clinical Approach I and II, and has served as Head Instructor for the same courses.

Sandra Alicia Reza López, Facultad de Medicina y Ciencias Biomédicas, Universidad Autónoma de Chihuahua

Research Professor at the Faculty of Medicine and Biomedical Sciences, Autonomous University of Chihuahua. She is a Level II member of the Mexican National System of Researchers (Sistema Nacional de Investigadoras e Investigadores, SNII) and a member of the Biomedical Research Academy.

Omar Fierro Fierro , Facultad de Medicina y Ciencias Biomédicas, Universidad Autónoma de Chihuahua

Research Professor at the Faculty of Medicine and Biomedical Sciences, Autonomous University of Chihuahua. He has teaching experience in the field of Cardiology and is a member of the Cardiology Academic Committee.

Carlos Felipe Martínez Rodríguez , Facultad de Medicina y Ciencias Biomédicas, Universidad Autónoma de Chihuahua

Professor at the Faculty of Medicine and Biomedical Sciences, Autonomous University of Chihuahua. She has teaching experience in the course Anatomical Structures with Clinical Approach I and is a member of the Academic Committee for this course.

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Published
28-07-2026
How to Cite
Estrada Reyes , N. S., Mendoza Anaya, L., Reza López, S. A., Fierro Fierro , O., & Martínez Rodríguez , C. F. (2026). Impact of a neuroeducational intervention on factors associated with academic failure and academic performance in medical students. Spanish Journal of Medical Education, 10(1). https://doi.org/10.6018/edumed.723541
Issue
Vol. 10 No. 1 (2026): Online first
Section
Artículos

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