Supporting Medical Learners with ADHD: Navigating Challenges and Fostering Strengths

Sunday, April 27, 2025

2:00pm – 3:30pm HST

Location: Convention Center: 306

CE: 1.5

Leader(s)

Arshiya Ahuja, MD (she/her/hers)

Assistant Professor of Pediatrics
University of North Carolina at Chapel Hill School of Medicine
Chapel Hill, North Carolina, United States

Co-Leader(s)

RL

Rebecca Latch, MD

Associate Dean of Student Affairs
University of Arkansas for Medical Sciences
Little Rock, Arkansas, United States
Adam Cohen, MD, MEd (he/him/his)

Assistant Professor, Department of Pediatrics and Department of Education, Innovation and Technology
Baylor College of Medicine/Texas Children's Hospital, United States
DB

Danielle Barrocas, MD

Assistant Professor of Pediatrics (In Emergency Medicine)
Columbia University Irving Medical Center
Irvington, New York, United States

Disclosure(s):

Arshiya Ahuja, MD: I do not have any relevant financial / non-financial relationships with any proprietary interests.

Rebecca Latch, MD: I do not have any relevant financial / non-financial relationships with any proprietary interests.

Adam Cohen, MD, MEd: I do not have any relevant financial / non-financial relationships with any proprietary interests.

Danielle B. Barrocas, MD: I do not have any relevant financial / non-financial relationships with any proprietary interests.

Workshop Description: The current model of medical education does not account for neurodiversity, which is the variation amongst human brains. This premise can create barriers to success for those with attention deficit hyperactivity disorder (ADHD). A 2016 study showed ADHD to be one of the most documented disabilities in medical school (Meeks 2016), and there has since been more literature on the need for better inclusivity of neurodiverse learners in medicine. Because management strategies for ADHD also benefit those without ADHD, implementation of these strategies can apply to all learners.

Regardless of whether ADHD is undiagnosed, undisclosed, or disclosed, medical school and residency are times where it can be especially challenging. Trainees with ADHD who are inadequately supported are at risk of anxiety, depression, and even burnout. If well supported, they can be successful and innovative leaders in their field.

In this workshop, we will focus on how to harness the many strengths of ADHD in medicine and support learners through various challenges. Using a combination of techniques (videos, case discussions, reflections, and small and large group discussions), participants will look closely at ADHD in medicine: the subtle ways it presents, its associated strengths, and suggested approaches to work with those who may have ADHD. This workshop is designed for those who advocate for equitable or inclusive work environments, work with learners, or may be neurodiverse. Attendees will leave with tangible takeaways including identifying and addressing barriers, strategies for creating an inclusive environment for those with ADHD, suggested accommodations, and shared resources.

Learning Objectives:

Identify how ADHD may present in medical learners and distinguish it from other conditions such as anxiety and burnout .
Develop plans to support neurodiverse learners through countering implicit bias and leveraging learner strengths.
Strategize individual and systemic ways to create an inclusive environment that assists learners with ADHD.