Introduction.

Since the 1990s, many teachers have had a growing interest in neuroscience and in the early application of neuroscientific findings to education in the classroom, which has led to the proliferation of numerous neuromyths.

Objective.

To assess the prevalence of neuromyths and knowledge about the functioning of the brain among participants in an improvement program in Health Sciences Education, all of them health professionals and university professors.

Subjects and methods.

88% of a total of 197 participants from four cohorts answered an online questionnaire with 21 sentences about the functioning of the brain, including some neuromyths. A frequency analysis was performed for each response obtained in the different cohorts involved in the study and a comparison in the general sample using the chi-square test.

Results.

76.6% of the participants answered most of the statements about knowledge of brain function correctly and were able to recognize some of the neuromyths posed. Four statements (three neuromyths and one about brain function) had a performance below 50% (29.2%). These were answered incorrectly by 56.3%, and around 15% of the participants stated that they did not know the correct answer, even in two of them the ignorance exceeded 20%.

Conclusions.

An adequate knowledge of the functioning of the brain by teachers can allow them to recognize some neuromyths that could negatively affect their pedagogical practice, influencing their performance and academic results.

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