Background: A myth is a story or tale that makes one believe to “truths” which turn out to be completely or partially untrue. Various myths in medical education have been described along the years, which are perpetuated despite evidence against them. Analysis: several myths are revisited. Some are classic, such as the belief that teaching must be adapted to the learning styles, or that there are generic skills to avoid cognitive biases; others are less diffused, such as the belief that there is a predictive selection system for professional skills, or that harassment and sexism are less prevalent in one's own institution. Beyond lists of myths, the paper discusses some of the potential mechanisms by which they arise and are perpetuated, as well as some tentative ways to deconstruct them and prevent their occurrence.