Public interest and engagement in care for brain health in Slovenia

The role of education

Bibliographic Data

ID22068799
AuthorsMatej Perovnik (0000-0001-8595-7773, Ljubljana University Medical Centre, corresponding author), Hana Kos (University of Ljubljana), Gaj Vidmar (0000-0002-5682-3124, University of Primorska), Sara Fabjan (0000-0002-0446-9186, University of Primorska), Hana Hawlina (0000-0002-8949-6297, University of Ljubljana), Nastja Tomat (0000-0002-5931-7243, University of Ljubljana), Dolores Trol (ŠKUC Association), Mara Bresjanac (University of Ljubljana)
Year2025
Volume13
Pages1490846-1490846
Publication date2025-03-12
Open AccessYes
TypeARTICLE
VenueFrontiers in Public Health (JOURNAL)
Journal identifiersISSN: 2296-2565 • E-ISSN: 2296-2565
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/fpubh.2025.1490846
PMID40145006
OpenAlexW4408379731
LanguageEN
References cited80

Background and objective Knowledge gap theory posits that individuals with better education have better opportunities to obtain, understand and utilise available information. In a health-related context, this insight could lead to a more effective disease prevention. The aim of our study was to test the hypothesis that knowledge gap underlies differences in behaviour aimed at maintaining brain health. Methods We conducted an online survey investigating Slovenian public view on brain, brain research, and science-based recommendations for brain health. The survey was filled out by a total of 2,568 respondents, of whom 2,450 completed it in full. They were divided into two subgroups based on their self-reported brain-related education, i.e., the lay subgroup ( n = 1,012) and a topically educated group ( n = 1,438), i.e., the educated subgroup. Among the latter, 728 participants reported to have a Bachelor’s degree or higher education. We analysed the views of this sample subgroup on brain, neuroscience, and science-based brain health recommendations, and compared them with age- and education-matched lay subgroup ( n = 565) from the same survey. Results Educated individuals showed greater awareness and adherence to science-based recommendations compared to the lay respondents, specifically in the perceived importance of following a healthy diet, exercising, ensuring time for rest, relaxation and maintenance of social contacts, acquiring new knowledge and skills and using supplements that are considered to improve mental abilities (all p 0.10). Educated individuals more frequently reported following a healthy diet, engaging in physical activity and socialising, acquiring new knowledge and skills, performing mental challenges and cognitive training, and using supplements (all p 0.08). A larger proportion of lay than educated participants (32 and 17%, respectively) identified lack of information as a reason for not engaging in healthy practices ( p < 0.001). Educated participants outperformed lay individuals in identifying diseases amenable to lifestyle modification. Conclusion Understanding the differences in brain health perceptions between educated and lay individuals is crucial for developing effective public health strategies. Our results highlight a substantial knowledge gap in the Slovenian population and the need for targeted educational interventions that account for varying degrees of knowledge in different population segments which could lead to better adherence to healthy lifestyle practices

Bachelor · Medical education · Public health · Clinical Psychology · Medicine · Neuroethics, Human Enhancement, Biomedical Innovations · Neuroscience, Education and Cognitive Function · Nursing · Psychology · Traumatic Brain Injury Research

Tools

Open DOIOpen Access