Can everyone be a doctor?

Abstract

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.