Acceptance of evolution theory and understanding of human evolution among health sciences students in France: A national cross‐sectional study

Abstract Evolutionary theory provides a fundamental framework for understanding human anatomy and health. However, evolution acceptance and conceptual understanding are distinct constructs that may not co‐vary. This study aimed to assess (1) evolution acceptance and (2) knowledge of human evolution in health sciences students. A national cross‐sectional survey was conducted among 1144 health sciences students from 22 French universities across medicine, dentistry, pharmacy, midwifery, and biology programs. Evolution acceptance was measured using the MATE 2.0 instrument. Knowledge of human evolution was assessed using an 11‐item questionnaire covering evolutionary mechanisms, chronology, geographic origins, and phylogenetic relationships. Students showed high acceptance of evolution (mean MATE 2.0 score: 4.12 ± 0.66/5), with differences between academic tracks but no effect of year of study. Knowledge scores were moderate to high (9.73 ± 2.1/11) but heterogeneous. Strong performance was observed for evolutionary mechanisms, whereas substantial gaps persisted in human evolutionary chronology (29.5% correct for the emergence of Homo sapiens ) and geographic origins (56% correct for exclusive African origin). Misconceptions such as inheritance of acquired characteristics remained common (57%). Evolution acceptance and knowledge were positively but weakly correlated ( ρ = 0.214, p < 0.001). French health sciences students widely accept evolutionary theory but display uneven understanding of human evolution. The weak association between evolution acceptance and knowledge highlights the need for explicit teaching of evolutionary concepts within anatomy and health sciences curricula. Integrating evolutionary perspectives may strengthen conceptual understanding and reduce persistent misconceptions.