An Integrated Behavioral Neuroscience and Educational Psychology Curriculum Enhances Medical Interns' Engagement, Resilience, and Clinical Performance in Saudi Arabia

MARWA M Fawzi^1,2*Khaled Shahat^1,3Ayman A Refai^4*nevine abdelhady¹Shimaa hassan^5,6,7Zeinab Abdel Rehim Mohamed Awadallah⁸rana hisham²Nour M. Laissy¹hanya gaber⁹Rana A Alduraywish⁴Tayseer Mansour^10,8

• ¹Al-Rayan Colleges, Medina, Saudi Arabia
• ²Ain Shams University Faculty of Medicine, Cairo, Egypt
• ³Taibah University, Medina, Saudi Arabia
• ⁴Imam Muhammad Ibn Saud Islamic University, Riyadh, Saudi Arabia
• ⁵Menoufia University, Shebeen El-Kom, Egypt
• ⁶Menoufia University Faculty of Medicine, Shebeen El-Kom, Egypt
• ⁷Batterjee Medical College, Jeddah, Saudi Arabia
• ⁸Taibah University College of Medicine, Medina, Saudi Arabia
• ⁹Registrar in Psychiatry . The Behman Hospital, cairo, Egypt
• ¹⁰Suez Canal University, Ismailia, Egypt

Background: The medical internship is a critical period of intense learning and professional development. During this time, medical graduates must acquire and apply vast amounts of knowledge under significant cognitive and emotional strain. Novel methods, such as integrating behavioral neuroscience, which examines how the brain enables learning and memory, manages emotions, and guides decision-making, with educational psychology, which explores how people are motivated, regulate their own learning, and think about their thinking, may support a more effective, brain-aligned, and sustainable training environment. Aim: This study assessed the feasibility and efficacy of a curriculum integrating neurodidactic and psychological techniques to improve resilience and clinical performance among Saudi medical interns. Methods: This study used a pragmatic, quasi-experimental, single-cohort longitudinal design with pre-and post-intervention assessments. The research team co-developed a curriculum comprising a series of educational modules that incorporated evidence-based learning strategies, including retrieval practice, spaced repetition, and interleaving. The curriculum also featured multimedia cognitive-load design, metacognitive coaching, mindfulness, reappraisal drills, and team communication simulations. One hundred participants completed the study. To evaluate the intervention's impact, we used validated Arabic-language surveys to assess cognitive engagement, emotional resilience, and perceived stress. Faculty members rated clinical competencies using workplace-based assessments (mini-CEX), and focus groups were conducted to gather qualitative feedback. Results: The implementation yielded significant positive outcomes, with notable elevations in cognitive engagement (+12.4, p < 0.001) and in emotional resilience (+8.7, p = 0.002). Perceived stress decreased from 48% to 32% (p = 0.008), while clinical competency scores improved significantly (p < 0.001). Multivariable regression revealed that resilience increase was a strong predictor of improvements in clinical competency (R² = 0.35, p < 0.001). Conclusion: This pragmatic, single‑cohort curriculum was feasible to implement and was associated with improvements in cognitive engagement, emotional resilience, perceived stress, and clinical performance among Saudi medical interns, supporting further evaluation and potential broader adoption of such integrated programs in medical education