Neurodivergence in Medical Education: Current Landscape and Inclusive Future for Pediatrics

Area of Science:

• Medical Education
• Neurodiversity Studies
• Disability Studies

Background:

• Neurodivergent individuals (autism, ADHD, learning disabilities) are underrecognized in medical training.
• Medical education often upholds neurotypical standards, disadvantaging diverse learners.
• Ableist assumptions in training environments create significant barriers.

Purpose of the Study:

• To synthesize literature on neurodivergence in medical education.
• To identify structural ableism and its consequences for neurodivergent trainees.
• To review emerging neuroinclusive practices and advocacy.

Main Methods:

• Literature synthesis of emerging research on neurodiversity in medical education.
• Analysis of structural gaps in policy, learning environments, and evaluation.
• Review of advocacy efforts and institutional changes.

Main Results:

• Persistent structural ableism leads to masking, burnout, and attrition among neurodivergent trainees.
• Growing physician advocacy and mentorship networks are promoting change.
• Pediatrics is identified as a key area for implementing neuroinclusive practices.

Conclusions:

• Medical education must address structural ableism to support neurodivergent learners.
• Neuroinclusive practices enhance educational culture and trainee well-being.
• Transforming pediatric training can lead to a more representative and effective physician workforce.