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

<b><i>Introduction:</i></b> 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. <b><i>Methods:</i></b> 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. <b><i>Results:</i></b> 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. <b><i>Discussion:</i></b> 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.