The understanding, use, and prevalence of neuromyths among medical students, health sciences students, and educators in Malaysia

Neuromyths are ideas about the brain that, whilst based on a kernel of truth, are applied inaccurately. This is especially relevant in the field of education, where such myths are prevalent and potentially undermine progress by distracting educators from using evidence-based approaches. In this study, we explored the prevalence of neuromyth belief in a sample of secondary school teachers, university lecturers, and university students from medical and health sciences background in Malaysia. Participants were recruited via opportunity sampling through e-mail and asked to complete a questionnaire containing ‘neuromyth’ and ‘neurofact’ statements. Results show that all groups demonstrated a high level of belief in these myths, similar to rates found internationally. Group-level differences were found, with university lecturers believing fewer myths than the teachers and students. We found a significant relationship between the number of myths believed and the number of facts known about the brain, indicating that science knowledge could be a protective factor.