Mediating role of attitudes toward nutrigenomics in the relationship between genetics knowledge and perceptions toward nutrigenomics among health science students

Purpose - This study aims to investigate the association between genetics knowledge and perceptions toward nutrigenomics and to examine whether this relationship was mediated by attitudes toward nutrigenomics. Design/methodology/approach - An online cross-sectional study was conducted using a questionnaire comprised of four sections: sociodemographic information, genetics knowledge, attitudes toward nutrigenomics and perceptions toward nutrigenomics. A total of 423 health science students participated in this study. Findings - Students enrolled in dietetics and biomedical science programs possessed significantly higher (p < 0.05) genetic knowledge compared to Chinese medicine students. Additionally, students in their second and third years of study exhibited significantly greater (p < 0.05) genetic knowledge than first-year students. Genetics knowledge was found to be positively associated (p < 0.05) with attitudes and perceptions toward nutrigenomics. Attitudes toward nutrigenomics partially mediated the relationship between genetics knowledge and perceptions toward nutrigenomics. Practical implications - This study underscores the need for a well-rounded and progressively structured genetics curriculum across all health science programs. Enhancing genetics knowledge could potentially serve as a strategy to improve attitudes and perceptions toward nutrigenomics. Originality/value - Nutrigenomics is an evolving field that forms a junction between diet, genomics and health. Health science students are the future health-care professionals, and their current attitudes and perceptions toward nutrigenomics are crucial for predicting its applications in the future. This study contributes novel insights by revealing that attitudes toward nutrigenomics serve as a partial mediator in the association between genetics knowledge and perceptions toward nutrigenomics.