The Experiences of Medical Students with ADHD: A Phenomenological Study
Godfrey-Harris and Shaw (2023)
University students with ADHD often underachieve academically and tend to have lower self-esteem. Medical schools are obliged to minimalise barriers for students with ADHD. This research uses Interpretive Phenomenological Analysis (IPA) to explore the experience of medical students with ADHD. The authors interviewed six participants and identified the following themes: Identity and diagnosis; ADHD profile; system issues; conflict, competition and compensation; improving the experience. Participants reported a number of negative issues including: bullying, isolation, alienation when unable to conform and mental health deterioration. Participants did not want to disclose their ADHD for fear of weaponised professionalism and toxic competitiveness in medicine. Participants adopted masking as a survival strategy. Participants reported that due to their ADHD they had empathy and worked well under pressure. This study highlights the areas where medical schools can create environments supporting ADHD students such as peer support groups, alongside reasonable adjustments. These adjustments may help to prevent early burnout and subsequent dropping out.
