Academic Medicine Open Forum

High-performing students with undiagnosed disabilities often utilize compensatory strategies throughout secondary and undergraduate education but may face new barriers when engaging in medical school curricula. Students in this position may delay undergoing neuropsychological testing, preventing a diagnosis that can become the first step toward obtaining the accommodations necessary to fully access course curriculum. Once a student is diagnosed with ADHD or a learning disability, the Disability Resources Professional (DRP) should engage in an interactive process with the student to determine individual barriers and create an accommodation plan to address them. It is critical that the DRP be familiar with both the didactic and clinical curricula to ensure students' needs are addressed in both learning environments. When considering how accommodations can address specific disability-related barriers, policies should be reviewed and exceptions may be necessary. A successful accommodation plan often requires thinking outside the box about ways to address each disability-related barrier facing the student while also ensuring the student demonstrates proficiency in all required course competencies.