Educational Gaps in Epigenetics: A Cross-Sectional Study of Health Sciences Students' Knowledge and Perceptions in...

Genetics is a well-known determinant of brain function, behavior, and disease susceptibility. However, epigenetics, which involves environmentally responsive gene regulation (e.g. DNA methylation), remains underappreciated in health sciences education, despite its role in brain development and disease risk. This study assessed the awareness and knowledge of Saudi health sciences students regarding epigenetics and its impact on the brain and behavior. Additionally, knowledge levels were compared across various health science colleges, and gender-based differences were analyzed.

A cross-sectional questionnaire study was conducted among 419 students from four colleges (Medicine, Applied Medical Sciences, Nursing, Science and Health Professions) at King Saud bin Abdulaziz University for Health Sciences, Jeddah, between September 2024 and 2025. Non-probability quota sampling was used. The survey evaluated demographic data, general epigenetic knowledge, and the links between epigenetics, brain, and behaviour. Data were analyzed using descriptive and inferential statistics (Chi-square/Fisher's exact tests; p<0.05).

Females demonstrated greater awareness of "epigenetics" than males (p = 0.001). Males more often believed epigenetic changes were irreversible (p = 0.003) and doubted their heritability (p = 0.046). College of Medicine (COM) students demonstrated the highest level of epigenetic knowledge (p < 0.001), with 39% recognizing its role in gene expression and disease. COM students also identified DNA methylation as a key mechanism (p = 0.004) and agreed that social environments shape brain development (39.6%, p = 0.048). In contrast, College of Science and Health Professions (COSHP) students often disagreed that life experiences affect gene expression (50%). Gender and college-based disparities were evident in perceptions of parenting's epigenetic effects (p = 0.032) and twin studies (p < 0.001).

There are notable gaps in epigenetic knowledge among health sciences students, with variations based on gender and college level. Female students demonstrated a greater awareness of epigenetic mechanisms, while male students focused more on the role of research in understanding the social determinants of health. Curriculum reforms should incorporate epigenetics into health sciences programs to address these disparities.