Can everyone be a doctor?

ABSTRACT

Introduction:   The absence of unified guidelines for neurodivergent (ND) students, such as those with ASD, ADHD, and Dyslexia, in Brazilian medical schools, raises a debate regarding their ability to complete the program and exposes these students to high risks of stigmatization and burnout. This study proposes the consolidation of a single institutional policy that recognizes neurodivergence as a natural neurocognitive variation, focusing on affirmative practices to ensure the full expression of their potential, in accordance with the Brazilian Inclusion Law (LBI). The central proposed mechanism is the Individualized Accommodation Plan (IAP).

Development:   The IAP should be applied in three phases: in undergraduate education (pre-internship), focusing on individualized pedagogical adjustments to mitigate sensory and organizational barriers; in the Internship, with the formalization of specific protective mechanisms, such as flexibility in rotations, the designation of trained preceptors, and structured support via debriefing, which are essential to mitigate vulnerability in high-stimulation environments; and in the postgraduate phase, where the evaluation of the professional’s functional capacity should be prioritized over the diagnosis, capitalizing on the unique cognitive advantages that ND physicians demonstrate in areas requiring hyperfocus and logical reasoning.

Conclusion:  It is concluded that the success and resilience of neurodivergent physicians depend on the institutional adoption of the IAP and structured mentoring programs, in addition to the education of faculty and peers, aiming to create an inclusive and safe teaching environment for all.

Keywords:
Medical Education; Accessibility Policies; Clinical Clerkship [Internato e Residência]; Social Inclusion

RESUMO

Introdução:  A ausência de diretrizes unificadas para estudantes neurodivergentes (ND), como aqueles com TEA, TDAH e dislexia, nas escolas médicas brasileiras, levanta o debate sobre a capacidade de conclusão do curso e expõe esses alunos a altos riscos de estigmatização e burnout. Este estudo propõe a consolidação de uma política institucional única que reconheça a neurodivergência como uma variação neurocognitiva natural, com foco em práticas afirmativas para garantir a plena expressão do seu potencial, em consonância com a Lei Brasileira de Inclusão (LBI). O mecanismo central proposto é o Plano de Acomodação Individualizada (PAI).

Desenvolvimento:   O PAI deve ser aplicado em três fases: na graduação (pré-internato), com foco em ajustes pedagógicos individualizados para mitigar barreiras sensoriais e organizacionais; no internato, com a formalização de mecanismos de proteção específicos, como a flexibilização de rodízios, a designação de preceptores treinados e o suporte estruturado via debriefing, essenciais para mitigar a vulnerabilidade em ambientes de alta estimulação; e na fase de pós-graduação, em que a avaliação da capacidade funcional do profissional deve ser priorizada sobre o diagnóstico, capitalizando as vantagens cognitivas únicas que médicos ND demonstram em áreas que exigem hiperfoco e raciocínio lógico.

Conclusão:  O sucesso e a resiliência de médicos ND dependem da adoção institucional do PAI e de programas de mentoria estruturada, além da educação de docentes e pares, visando criar um ambiente de ensino inclusivo e seguro para todos.

Palavras-chave:
Educação Médica; Acessibilidade Políticas de Inclusão; Internato e Residência; Inclusão Social

INTRODUCTION

At a recent meeting of coordinators from various medical schools, the topic of neurodivergent students arose and everyone had their own opinion, but none had any guidelines. Moreover, a doubt lingered over whether everyone can actually study for and complete a degree in medicine. We realised that this issue was not only important but finely poised between the reality of medical training and prejudice. And prejudice is, in itself, something that all the participants rejected outright, not least because they are doctors who practise and teach medicine with the patient front and centre, received and welcomed in all their complexity, without judgement. It therefore became clear that we needed to seek answers and base our decisions on data, rather than on intuition and opinions. And that was the aim of this document: to guide us towards the development of a single policy that will enable us, beyond mere compliance with legislation, to make the best decisions so that we can be as fair and inclusive as possible. After all, anyone can be a doctor, can’t they?

Generally speaking, we can estimate the prevalence of neurodiverse people - in the broadest sense of the term - to be around 20% of the adult population, with estimates ranging from 8-14 per cent for Attention-Deficit/Hyperactivity Disorder (ADHD) and two to three per cent for Autism Spectrum Disorder (ASD)^1),(2),(3. Originally, ‘neurodivergent’ was a term used to refer to autism. Today, it is regarded as an umbrella term that encompasses autism itself, dyslexia, ADHD, dyscalculia and dyspraxia, amongst other conditions⁴. Another point to emphasise from the outset is that, unlike a medical view of ‘disability’, neurodivergent people represent a natural variation in the neurocognitive process and should be understood and supported through so-called ‘affirmative’ practices; in other words, rather than seeking to ‘cure’ or ‘normalise’, the focus should be on quality of life and on practices that ensure neurodivergent people’s priorities and needs are addressed, so that they can fully realise their potential⁵. It is therefore natural and to be expected that a significant proportion of medical school applicants and undergraduates are neurodivergent. Accordingly, we must be prepared for this reality, which we will examine at three different stages: during undergraduate training before the clinical placement, during the clinical placement, and after graduation.

FREE DEVELOPMENT

During undergraduate training, prior to the clinical placement

This is a critical stage in medical training. Students reaffirm their vocation and/or choice; they begin studying subjects that are completely different from those covered in traditional schools; they interact with new colleagues and patients; and they are introduced to new fields of study through realistic simulations and real-world work placements, as well as new lecturers who often possess extensive professional knowledge but limited teaching skills. By putting oneself in the shoes of a neurodivergent student, one can begin to understand the challenges they face. So, firstly, it must be stated that there is no formal barrier or restriction preventing a neurodivergent person from studying medicine. In fact, medical schools must adapt to these students by making operational and structural adjustments to accommodate them. Individualised educational support is required, as well as inclusive environments that do not present barriers to the student’s progress. Person-centred approaches should be regarded as natural adaptations to the differences between neurodivergent students and their peers.

Nevertheless, there are significant barriers to be overcome. A lack of individualised attention and the necessary adjustments, as well as specialised environments. Isolation, stigmatisation and bullying are common and lead to a state of alienation and anxiety, as well as a fear of reporting the diagnosis due to the highly competitive nature of the academic environment in medicine. Excessive sensory stimulation, difficulties with communication and social interaction can affect the academic performance of neurodivergent students. A lack of institutional or teacher support, including a lack of understanding of neurodiversity, are also common barriers. In an attempt to hide their condition, many students adopt compensatory behaviours that lead to exhaustion and a deterioration in their mental health. Procedures carried out without the necessary adjustments make procedural tasks more difficult. Finally, difficulties with learning and organising their daily routine have a negative impact on the student’s academic progress. Taken together, all these barriers increase the risk of the student experiencing burnout. ^{5),(6),(7),(8), (9),(10), (11), (12), (13}

For these adjustments to be effective, educational institutions must recognise that support needs vary across different neurodivergent conditions. There is no one-size-fits-all approach. For example, a student with Autism Spectrum Disorder (ASD) may require adjustments aimed at minimising sensory overload and supporting social communication. By contrast, students with Attention-Deficit/Hyperactivity Disorder (ADHD) will often require support aimed at organising their daily routine and improving their focus on procedural tasks².

It is therefore essential that pedagogical adaptation goes beyond generic measures. It must be set out in an Individualised Accommodation Plan (IAP), a tool that enables the unique neurocognitive profile of each student to be taken into account. This approach ensures that support is precisely targeted, maximising the student’s potential and promoting their full academic progress¹⁴.

The practical implementation of the PAI must be organised by a multidisciplinary accessibility committee set up by the medical school, comprising educational psychologists, representatives of the course co-ordination team and the student themselves, thereby ensuring the person-centred nature of the process. This implementation process is divided into three consecutive longitudinal stages:

1. Preventative assessment and initial functional assessment, conducted upon enrolment or diagnosis, identifying the student’s specific sensory, cognitive and communication barriers in relation to the academic environment;

2. Design and formalisation of educational adjustments, setting out the reasonable adjustments required for theoretical and practical activities; and

3. Ongoing monitoring and dynamic review, implemented through half-yearly reports on performance and adaptability, enabling measures to be adjusted in line with the student’s progress through the curriculum.

With regard to the assessment of learning, the PAI sets out the need to diversify assessment tools beyond traditional environmental modifications. It is recommended that adapted assessment frameworks be incorporated to reliably measure the extent to which technical competences have been attained. This includes the introduction of frequent formative assessments with descriptive feedback items to replace purely multiple-choice exams (particularly beneficial for students with severe dyslexia or ADHD), and structural adaptations to practical examinations, such as the OSCE (Objective Structured Clinical Examination), ensuring clearly signalled transition times and the mitigation of background noise to prevent sensory and cognitive overload without compromising the required analytical rigour^{7), (15), (16),}.

Clinical Placement

This marks another critical stage in training, where the sheltered environment of the classroom is replaced by external, real-world settings, and most the time alongside clinical supervisors with predominantly practical activities, as well as the constant presence of patients, their carers and multidisciplinary teams, including administrative staff. Furthermore, there are strict safety and conduct rules in place to ensure the environment is safe for everyone. This is a situation in which environments are often unsuitable, there is an overload of sensory and social stimuli, and there is a lack of individualised attention. In this context, feelings of exclusion are exacerbated, neurodivergent students find themselves at a real disadvantage, and the risk of bullying, isolation and discrimination - including racial and gender-based discrimination - is very real, particularly when it comes to organising placement rotations and carrying out clinical procedures and consultations. It is therefore necessary to adapt the clinical placement to at least minimise these risks ^{(5),(6),(7),(11),(15),(16),(17}.

To mitigate the vulnerability inherent in this stage of education, it is important that the adjustments to the clinical placement are set out in the student’s Individualised Accommodation Plan (IAP). This document should ensure the implementation of specific protection and support measures, tailored to the student’s neurocognitive profile. These measures include a more flexible rotation schedule, allowing for adjustments to the placement timetable or workload in clinically challenging environments due to high levels of sensory and social stimulation (such as accident and emergency departments at night or noisy intensive care units). This flexibility does not mean making exceptions, but rather prioritising placements where the student’s distinctive skills - such as hyperfocus or logical reasoning - can be put to the best use.

It is imperative to emphasise that relaxing rotation schedules or modifying timetables in highly stimulating environments does not, under any circumstances, imply a reduction - either in terms of quality or quantity - in the essential medical competencies set out in the National Curriculum Guidelines. Integration into clinical settings is guided by the principle of educational equivalence. Should a student’s neurocognitive characteristics or hypersensitivity require the rescheduling of night-time shifts in overburdened accident and emergency departments, the equivalent number of contact hours and the corresponding acquisition of skills in emergency medicine will be ensured through placements in units with lower noise levels or through high-fidelity advanced medical simulation scenarios. This ensures that the graduate profile and the rigour of the technical training required for the safe practice of the profession remain strictly unchanged^{14), (16), (28}.

Furthermore, the appointment of preceptors trained in neurodiversity is crucial; they must be able to provide clear, objective and structured feedback, replacing the implicit or ambiguous communication often used in clinical settings. It is also vital to establish support through debriefing, by creating regular, supervised opportunities for clarification and support to help students process complex social and clinical interactions, thereby preventing burnout. Finally, active protection is achieved through the implementation of a confidential reporting channel and zero-tolerance policies against bullying or stigmatisation, requiring immediate intervention by the course co-ordinators¹⁴.

The neurodivergent physician

Once the student has graduated in medicine, it is the view of the Medical Councils¹⁷⁾ that registration should be granted, thus granting the former student the title of physician with all the rights and duties of the medical profession; it should be noted, however, the requirement for clinical assessments of students with psychiatric or similar conditions. In this context, it is crucial that educational institutions and councils adopt the framework set out in the Brazilian Inclusion Act (LBI) and recognise that neurodiversity is a natural neurocognitive variation, not a disease. Applying the right to assess should not be based on the diagnosis itself, but rather on the individual’s functional capacity to practise medicine safely and ethically. This recommendation is particularly emphasised in the period leading up to clinical placement, when students could potentially pose a risk to patients, fellow students and other healthcare professionals¹⁹.

The practical application of these adjustments reaches its ethical and insurmountable limit in patient safety and the integrity of the care provided. The institutional safeguards incorporated into the IAP stipulate that the adjustments apply strictly to the methodology and the learning environment, and under no circumstances to any relaxation of patient safety criteria. Should the assessment of functional capacity - ideally performed as a preventive measure prior to admission to the clinical placement - identify shortcomings in the provision of care or breaches of conduct that constitute an imminent and unmitigable risk to the health of patients or staff, the educational institution reserves the right to temporarily suspend direct practical fieldwork activities. As an active operational safeguard, a protocol for supervised double-checking of care is established for invasive procedures, along with shared monitoring in conjunction with mentoring, in strict accordance with the ethical and regulatory opinions of the Regional Medical Councils, reconciling the full right to inclusion with the fundamental principle of nonmaleficence^{17), (29), (30}.

Before addressing the challenges in healthcare, it is essential to recognise the added value that neurodiversity brings to medical practice. Neurodivergent physicians often demonstrate unique skills, such as hyperfocus in areas of interest, meticulous attention to detail, lateral thinking and strong logical reasoning in specific situations. Such qualities, when supported by a welcoming environment, can lead to excellence in specialities that require a high degree of precision and concentration, justifying the institution’s investment in their training and retention²⁰.

From a strictly medical perspective, a neurodivergent doctor with Autism Spectrum Disorder (ASD) or ADHD is at greater risk of mental illness than their neurotypical peers. In the case of ASD, high rates of suicidal ideation (77%), self-harm (49%) and suicide attempts (24%)¹⁸ are reported. They also face challenges in the workplace that can be minimised through improved self-esteem and mental health when ASD is understood as a condition rather than a disease¹⁹. Doctors with ADHD face a high risk on several fronts. Lower academic engagement, job instability, a high risk of substance misuse and high rates of emotional and general health problems, such as heart disease and trauma-related conditions - all of which are reduced by ADHD therapy^21),(22),(23. Both ASD and ADHD are associated with an increased risk of accidental death, psychiatric comorbidities and suicide^24),(25.

A supportive working environment and affirmative action, early access to psychiatric treatment and a welcoming atmosphere are essential, and many neurodivergent doctors in such circumstances achieve professional success and develop resilience in their day-to-day lives²⁰. Nevertheless, the rate of burnout is higher than among their neurotypical peers - where it is already high, ranging from 25 to 60%^26),(27. The incidence of burnout is higher amongst neurodivergent doctors working in the fields of Urgent and Emergency Care, Neurology, Urology, Ophthalmology and General Surgery^28),(29, and it is therefore advisable to choose one’s specialism carefully and with guidance. This guidance should not be merely dissuasive, but rather proactive, and should be provided through a structured mentoring programme that takes into account each individual’s neurocognitive profile in order to align their strengths (such as tolerance to sensory stimuli or a preference for structured routines) with the specific demands of the field, thereby promoting greater job satisfaction and mitigating the risks of burnout.

CONCLUSIONS

Neurodivergent people are fully capable of studying medicine and graduating. It is not, however, a simple task, and the challenges and obstacles are enormous, particularly during the clinical placement. However, educating peers and teachers can go a long way towards reducing the stigma and bullying that cause unnecessary additional suffering. Mentoring programmes, particularly those involving neurodiverse mentors, can improve the academic performance and social skills of neurodivergent students. Support groups are also important, but individualised measures - formalised through an Individualised Accommodation Plan (IAP) - are essential, both in terms of learning and in assessments - such as special exams, extended time and adapted classrooms - which can improve these students’ academic and psychological performance^7),(30. In a safe environment, the mission of training also involves ensuring sound guidance on choosing a specialism that offers the best prospects for successful performance without jeopardising mental health, as well as adherence to a multi-professional programme of support and therapy and, above all, to educate neurotypical people so that they understand the experiences of neurodivergent individuals and, through this understanding, become more empathetic, and together build more inclusive and safe environments for teaching, research and care. Anyone, therefore can be a doctor. A good doctor, too.

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⁹

Evaluated by double blind review process.

FUNDING

We declare that there is no funding.

STATEMENT OF DATA AVAILABILITY

Research data is available in the body of the document.

Chief Editor:

Rosiane Viana Zuza Diniz.

Associate Editor:

Maurício Peixoto.

CONFLICT OF INTEREST

We declare no conflict of interest.

Publication Dates

• Publication in this collection
  07 Sept 2026
• Date of issue
  2026

History

• Received
  03 Feb 2026
• Accepted
  25 July 2026