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Introduction Disorders of gut–brain interaction (DGBI) affect 37% of the United Kingdom (UK) population, yet teaching in medical education remains inconsistent, with limited formal training and gaps in clinician knowledge and confidence (Simons J, et al. 2022, Sasegbon A, et al. 2023). This study evaluates knowledge of DGBI diagnosis and management among medical students and resident doctors, as well as the extent of formal teaching.Methods A cross-sectional anonymous Qualtrics survey was distributed to third and final year medical students at Imperial College London, and resident doctors at Northwick Park Hospital. The survey included 11 multiplechoice questions on epidemiology, diagnosis, management and teaching exposure.Results We received 90 responses (29 third year,10 final year, 16 foundation year 1 and 2 doctors, 17 senior house officers and 18 registrars). 58% of respondents had encountered the term DGBI in teaching. Only 31% reported that they had received adequate teaching on DGBI, and 25% stated they never received teaching on a selection of DGBIs encountered in primary and secondary care, including functional dyspepsia, functional constipation, functional diarrhoea, cyclical vomiting syndrome and opioid induced constipation. The most commonly taught DGBI was irritable bowel syndrome (IBS), with 66% of respondents receiving formal teaching on this. 78% correctly identified that IBS affects 10–20% of the UK population (NICE Clinical Guideline CG61, 2017). Only 19% of respondents would consider IBS as a differential diagnosis in older patients in the age brackets studied (61 - 80 years, and over 80 years). Less than half (27%) of respondents were formally taught the Rome IV criteria, and 76% incorrectly believed that IBS is a diagnosis of exclusion (Vasant DH, et al. 2021). Most respondents correctly identified dietary interventions (74%) and psychological or behavioural therapies (62%) as management options. Pharmacological therapies were largely recognised as relevant (72%); however, awareness of neuromodulators as a treatment was limited (22%).Conclusion This study demonstrates significant gaps in understanding and teaching of DGBIs in this cohort. Standardised formal medical education, particularly around Rome IV diagnostic criteria and evidence-based management, is needed to better prepare future clinicians and current resident doctors to care for patients with DGBIs (Butt M, et al. 2024).