Beyond the Diagnosis: A Qualitative Phenomenological Exploration of ADHD in Medical Students and Professionals in Türkiye

Introduction: Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the disorders that persists in adulthood and poses unique challenges in high-demand professions like medicine. While existing literature often frames ADHD through a deficit-based lens, the lived experiences of medical students and professionals with ADHD remain underexplored. Methods: This study employed transcendental phenomenology to investigate the lived experiences of 13 medical students and professionals diagnosed with ADHD in Türkiye. I conducted semi-structured interviews between February and April 2025 via Zoom. I transcribed and analyzed the interviews using Moustakas's five-step phenomenological framework. Researcher reflexivity and external auditing ensured analytical rigor. Results: Participants described a cyclical experience of chronic procrastination, time management difficulties, impulsivity, memory lapses, and emotional distress-frequently exacerbated by institutional stigma and lack of accommodations. Despite these barriers, many reported adaptive strengths such as hyperfocus, rapid decision-making in emergencies, and creativity in problem-solving in a cyclical pattern. Coping strategies included structured planning, therapy, mentorship, and personalized productivity tools. Participants consistently emphasized the need for formal institutional support, including flexible scheduling, neurodiversity awareness, and tailored mentorship. Discussion: ADHD among medical students and professionals entails a duality of cognitive-emotional challenges and situationally advantageous traits. Without adequate support, these medical students and professions risk experiencing burn out, self-doubt, and underperformance. Yet, with proper accommodation and cultural shifts in medical institutions, individuals with ADHD can thrive and contribute uniquely to clinical care.