Background: Neuroplasticity the brain's capacity for structural and functional reorganization, plays a central role in learning, adaptation, and professional development. Educators' understanding of neuroplasticity, together with their mindset, may influence their epistemological beliefs and teaching practices. Objectives: The purpose of this study was to examine the extent to which mindset and neuroplasticity knowledge predict epistemological beliefs among academic doctors working in medical and rehabilitation education. Materials and Methods: A cross-sectional survey was undertaken among the 309 academic doctors working in medical colleges and teaching hospitals. Demographics, neuroplasticity knowledge, mindset and epistemological beliefs were the primary outcome measures and collected data. Descriptive statistics, chi-square tests and hierarchical multiple linear regression analyses were performed using SPSS-27. Results: The study found that approximately 65.0% of the participants had good knowledge of neuroplasticity, 64.7% had fixed mindsets and 53.7% held naive epistemological beliefs. Hierarchical regression found that the association of both mindset and neuroplasticity knowledge on epistemological beliefs was significant (p 0.05). Conclusion: Among academic medical educators, mindset was strongly associated with epistemological beliefs than with neuroplasticity knowledge. The results indicate that it is vital to include mindset-based solutions, as well as neuroscience training to faculty development programs.
Fahad Somaa (Tue,) studied this question.