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Participants longed for understanding and support from their medical schools. They reported experiences of isolation, bullying, and anxiety. Most felt themselves to be victims of the system, whereby they were expected to adapt themselves in order to appear non-autistic. When participants reported not coping due to being autistic, most were advised to ‘take time out’. None were offered personalized adjustments to their learning environment. All reported strengths associated with being autistic. This supports the assertion that autistic people can be safe, effective, and skilled doctors.

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Most autistic medical students viewed their harsh experiences to be caused by the system created by society where they have to adapt through suppressing autistic tendencies to appear non-autistic. Additionally, their learning environments may not contribute to the benefit of their special needs due to little to no efforts being evident on aiding the needs of autistic medical students in their harsh experiences. However, it is not too late for change. Medical schools may start providing their autistic students support through understanding their experiences and struggles (Shaw et al., 2023).

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Shaw, et al. (2023) observed that autistic medical students face hardship during their school life. To expand, the school system neglected their condition, opting for them to have some time for themselves. Due to this, autistic students became victims of bullying, anxiety and isolation, leading to them being forced to hide their condition. However, with proper practice, skill and efficiency can make their conditions obsolete when becoming doctors.

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According to Shaw, et al. (2023), the current system in medical schools lack support and sympathy for the participants in the said study. These people experienced alienation and distressed because they felt like they had to conform to the expectations of the medical system and mask their autistic traits. In addition to that, when some participants confronted the issue, their concerns were often disregarded and were not offered personalized adjustments to accommodate to their needs. These findings support the assertion that these people have the potential to become skilled and effective doctors. However, they continue to face challenges in the current system that are not adequately addressed. All in all, the present state of medical schools do not effectively support autistic medical students, and may need to make changes to ensure they have access to the necessary support and accommodations to succeed.

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In the harsh realities of this world where isolation, bullying, and anxiety occur, the participants are longing for understanding and support from their medical schools. They were compelled to conceal their autism and navigate life as if they were neurotypical, driven by a pervasive need to conform to the perceived standards of 'professionalism' within medical culture. This pressure to appear non-autistic reflects the influence of a hidden curriculum, perpetuating the belief that autistic traits are incompatible with success in medicine. Despite these challenges, the participants were not offered personalized adjustments to accommodate their unique learning needs. Nevertheless, all participants emphasized the strengths associated with their autism, such as the desire to help autistic patients, which incentivized perseverance within their studies, despite negative experiences (Shaw et al., 2023).

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Medical schools should enhance support systems for autistic students, as some participants in a study felt isolated and lacked necessary support. Adjustments to the learning environment were not commonly provided, and students may have felt pressured to adhere to non-autistic norms. However, the study also recognizes the unique strengths autistic individuals can offer to the medical field. With proper support, autistic students can be successful in medical school and go on to have fulfilling careers in medicine (Shaw et al., 2023).

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Participants with medical schools aimed to have their experiences understood and acknowledged, expressing difficulties with feelings of isolation, harassment, and stress. They often felt pressure to conceal their autism to fit in, receiving temporary solutions for obstacles without tailored support. Despite challenges, they recognized the unique strengths of being on the autism spectrum, highlighting the potential for success as compassionate doctors. This calls the need for a reevaluation of support systems within medical education to foster inclusivity and actively nurture the diverse talents of autistic students, enabling them to flourish and contribute meaningfully to the field (Shaw et al., 2023).

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Despite living in a world of constant change, there seems to be a remaining stigma around autism. Stereotypes and bullying are constants in the lives of autistic students, especially those studying in medical programs. Though the concepts learned in medical school are universal and are applicable to every case witnessed, the reported treatment towards autistic students and the implemented ways of learning do not cater to their abilities and preferences. The lack of open-mindedness and inclusivity creates a struggle for these students as their experience in medical school is tainted with anxiety, bullying, isolation, prejudice, and discrimination. Thus, it is significant for their medical schools to have the provision of support and a clear perception of autism to create an efficient learning environment for these students. Medical schools, institutions, students, and teachers must have the awareness that autism does not pose as a hindrance or obstacle occluding the opportunity of becoming a capable and proficient doctor (Shaw et al., 2023).

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Shaw et al. (2023) believes that individuals with autism, despite facing challenges such as isolation, bullying, and dealt with anxiety, do possess unique strengths and become capable physicians. These findings suggests that these individual need better support and understanding as they have the capabilities to pursue and positively contribute to medical profession.

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Medical students who are autistic often feel a lack of understanding and support from their medical schools. They commonly experience isolation, bullying, and anxiety, feeling pressured to conform to non-autistic norms. When struggling due to their autism, they are typically advised to "take time out" rather than being offered personalized adjustments to their learning environment. Despite these challenges, all participants recognized strengths associated with their autism, highlighting the potential for autistic individuals to excel as doctors (Shaw et al., 2023).

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The participants expressed a strong desire for empathy and assistance from their medical institutions, detailing instances of social exclusion, bullying, and emotional distress. They viewed themselves primarily as victims of a system that demanded conformity to a non-autistic persona. Upon expressing difficulties related to their autism, the predominant response from medical schools was a generic recommendation of taking time off, without any personalized adjustments being offered in their learning environments. Nevertheless, all participants acknowledged the inherent strengths associated with their autistic identity, thereby reinforcing the argument that autistic individuals possess the capacity to excel as competent, proficient, and secure medical professionals (Shaw et al., 2023).

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Attendees asked their healthcare providers for empathy and assistance. The feelings of isolation, having anxiety, and being abused are experienced by them. The majority saw themselves as people who were badly affected by a system that forced them to hide their autistic characteristics. Their primary piece of advice when dealing with autism-related problems was to 'take time off'. None of them had personalized adjustments in their educational settings. Most of them acknowledged the beneficial elements of autism. This supports the claim that people with autism can become highly competent, exceptionally skilled, and capable doctors (Shaw, et al.,2023).

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Participants at medical schools who identified as autistic said they wanted their institutions to understand and support them. They felt like victims of a system that demanded them to live up to non-autistic expectations, and they shared feelings of loneliness, bullying, and worry. Instead of receiving individualized adjustments, individuals were usually told to take time off when they struggled because of their autism. However, all interviewees also mentioned advantages related to their autism, indicating that, with the right assistance, autistic people may succeed as physicians (Shaw et al., 2023).

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Shaw, et al. (2023) Showed that participants in the study shows a desire to understand and support their medical schools. Isolation, bullying, and anxiety are things that they experience because of their disabilities. When they struggled for being autistic, they were advised to take a time out but they were not offered personal learning adustments.Despite these challenges, all reported strengths associated with being autistic. This suggests that autistic individuals can be safe, effective, and skilled doctors if provided with the right support and accommodations.

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Participants had a high need for understanding and support from their medical schools. They had similar experiences of isolation, bullying, and anxiety. Many people felt like victims of a system that drove them to hide their autistic characteristics in order to fit in. When participants suffered because of their autism, they were often instructed to 'take time out', with no personalized adjustments made. Despite these limitations, all participants recognized the benefits of being autistic, supporting the idea that autistic people can thrive as competent and capable doctors (Shaw et al., 2023).

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Participants hoped that their medical schools would be there for them, understanding and offering support. They opened up about feeling isolated, facing bullying, and battling anxiety. It seemed like the system wanted them to hide their autism. When they admitted to struggling because of their autism, they were simply told to take a break. No one bothered to offer them personalized help to make learning easier. Despite the challenges, they all recognized the strengths that come with being autistic. This goes to show that autistic individuals can excel and make a positive impact as doctors (Shaw et al., 2023).

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Due to the reported cases among autistic medical students which may lead towards isolation, participants has learned to adapt as certain situations would force them to behave and blend-in with the given learning environment. Additionally, the lack of proper adjustments has proved that even autistic people could easily adapt and manifest the strengths that they possess. With inclusivity and support, autistic students may perhaps become proficient doctors as the ordinary (Shaw et al., 2023).

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Participants in the study expressed a need for more empathy and support from their medical institutions. They reported feeling isolated, harassed, and uncomfortable and believed that the system discriminated against them. They had to hide their autism, which caused difficulties. Although they were told to take breaks, they were not given personalized support. However, all participants recognized the positive aspects of their autism, underscoring the idea that individuals with autism can be capable medical practitioners (Shaw et al., 2023).

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Caused by the unfair treatment they received, autistic medical students who participated in the phenomenological study stated that they hoped for consideration and assistance regarding the medical schools they study at. Improper handling were given to the said students that resulted to them having to adjust and blend in to the usual environment they are studying at just so that they may evade being treated unjustly for how they behave. The autistic medical students where advised to just rest when news appeared that they were not coping due to their condition. The medical schools lack the proper environment that suits their autistic students' personal strengths, although if implemented, may lead to the possibility that these particular students can prove and showcase that they are just the same as other non-autistic individuals (Shaw et al., 2023).

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The study presents a disconnect between autistic medical students and their medical schools. It was revealed that the participants sought empathy and assistance, yet they recounted feelings of isolation, bullying and anxiety. They were pressured to hide their autistic characteristics to fit in. Moreover, when they requested accommodations, they were often met with dismissal or suggestions to simply ‘take time out’. In spite of these difficulties, autistic students used their circumstance to identify strengths associated with their condition. This demonstrates that even autistic individuals have the potential to contribute valuable skills to the medical field, challenging misconceptions regarding their situation (Shaw et al., 2023).

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Shaw et al. (2023) reported that autistic medical students encountered problems during their academic pursuits. Although healthcare professions in the UK have adjusted to provide opportunities for autistic medical students, the study showed that the students experienced degrading treatment from both the academic system and their social environment. For instance, many of them opted to isolate themselves during collaborative projects due to the prevalent occurrence of social anxiety brought about by pressure and bullying from their peers. Moreover, the educational system did not consider establishing a personalized approach to their learning. This resulted in the learning difficulties of the mentioned medical students, particularly when their heightened sensitivity towards the various disruptive stimuli in their classrooms hampered their concentration. However, amid the concerns that these students experienced, the report implied that the participants had ease in conversing and helping their patients. Similarly, their disability was not regarded as a hindrance to their profession as the analysis proved that autistic medical students delivered their functions effectively.

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In a study, medical school participants reported feeling isolated, bullied, and anxious. They felt like they were expected to appear non-autistic, leading to the victimization of the system. However, none of them were offered personalized adjustments to their learning environment. All participants reported strengths associated with being autistic, supporting the idea that autistic individuals can make safe, effective, and skilled doctors (Shaw et al., 2023).

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Fair recognition is what the participants aspire for medical schools to comprehend, taking into account their condition. They have faced numerous instances of distress, leading them to feel like victims of a system that demands they conceal their autism. Despite struggling to cope due to their condition, they were often advised to take a break without receiving alternative learning environments. This further suggests that they could function like "normal" individuals, reinforcing the argument that they can excel and be as skilled as their peers (Shaw et al.,

2023).

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The participants with autism who encountered bullying, isolation, and anxiety hoped to receive support from their medical schools. No personalized adjustments to their learning environment were offered, yet reports showed the strengths of being autistic. This being stated, it may be said that people with autism can be capable and skilled doctors as well (Shaw et al., 2023).

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According to Shaw, et al. (2023), students with autism working in medical schools felt pressured by societal expectations expecting them to behave and adapt themselves in non-autistic behavior. Although they expressed difficulties in coping with their studies due to their autism, people would advise them to stop or take a break from their studies. Given their difficulties, none of them provided accommodation to help them improve and adapt to their learning environment. Despite all hindrances, individuals with autism may still have the strength and possess the abilities to succeed to become better doctors highlighting the idea that having autism or disability does not hinder one's ability to succeed.

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Medical students who experienced difficulties due to their autism endured feelings of stress, harassment, and exclusion during their time in medical school. Despite these difficulties, they are forced to disguise their autism to fit in and comply with the expectations of being a medical student. This expectation to hide their autistic tendencies created an enormous emotional weight on these participants, which the institution advised them to unwind or withdraw from their studies entirely rather than lowering the amount of students' duties. The absence of a supportive environment makes the students reluctant to seek assistance from their practitioners. Nevertheless, these difficulties helped them to appreciate the advantages of having autism. They were able to foster an inclusive work environment in the medical industry with the understanding that people with autism contribute significantly to the field rather than being a burden (Shaw et al., 2023).

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Some medical students with autism want their medical institutions to understand and help them. Due to their autism, they had to deal with feelings of loneliness, bullying, and anxiety and were driven to be authentic while not being given special accommodations. Despite these obstacles, they acknowledged the positive aspects of autism, implying that people with autism can succeed as knowledgeable, efficient, and effective medical professionals (Shaw et al., 2023).

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Amidst discrimination that they continue to experience, autistic medical students seek to be recognized by others in terms of their strengths and capabilities, therefore adapting themselves to the learning environment that the medical school administers. Although the failure in their system is highly prevailing, and therefore exhibiting deprivation of freedom and lack of support, these students’ resilience and innovativeness prove that they can truly showcase their academic potential and even excel in their field of expertise with equity and inclusivity prevailing (Shaw et al., 2023).

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Shaw et al. (2023) underscored the urgent need for improved support in medical schools. Participants shared their struggles with anxiety, bullying, and isolation. They noted feeling excluded by a system that expected them to mask their autism and conform. Despite attempts to overcome these challenges, participants often felt unsupported and lacked personalized accommodations. Instead of receiving help, they were typically advised to "take time out." Nonetheless, all participants highlighted the unique strengths of being autistic, emphasizing the potential for success in healthcare professions. This highlights the importance of recognizing and valuing neurodiversity in medical education.

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(Shew et al., 2023) believes that autistic medical students lack support and understanding from their medical schools, which has led them to often feel victimized by isolation, fatigue, bullying, and anxiety, where they had to alter as a means to appear as an ordinary individual. Instead of helping them with their struggles in facing a variety of obstacles and challenges, they were rather advised to take some time off. Despite the range of experiences they have encountered, their strengths were highlighted, which proves their potential is far greater than their conditions.

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The evolution of understanding surrounding autism once stigmatized as a barrier to community contribution, underscores the transformative potential inherent within individuals on the autism spectrum. This research not only challenges antiquated perceptions but also affirms their capacity to excel as invaluable members of society, particularly within the realm of medical practice. Amplifying their capabilities necessitates the provision of a nurturing environment tailored to address the challenges of isolation, bullying, and anxiety they have previously endured. Thus, it is beneficial for medical schools to take a proactive stance in embracing symbolic differences, ensuring inclusive learning environments that cater to the needs of all individuals (Shaw et al., 2023).

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Shaw et al. (2023) noticed that autistic medical learners experience difficulty in school. The students were reported to have experienced bullying, anxiety, and isolation. Additionally, they were anticipated to change themselves to look "normal," making them feel victimized by the system. When they mentioned struggling because of autism, they were told to simply take a break instead of being offered individual adjustments to their educational setting. Nonetheless, the participants showed strengths in being autistic, supporting the claim that autistic people can be safe, effective, and skilled doctors.

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Autistic participants who are studying in medical school reveal their feelings and experiences of being forced to hide their real condition and act as non-autistic, resulting for them to be discriminated and isolated. They are longing for more understanding and support from their medical schools. Nonetheless, autistic individuals also have the potential to be successful and effective doctors (Shaw et al., 2023).

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Medical school can be tough for autistic students. They often face isolation, bullying, and anxiety because the environment isn't adapted to their needs. Instead of getting support, they're told to just adjust. Yet, despite these challenges, all the autistic students in this study had strengths that would make them great doctors. This shows that with some understanding and a more inclusive environment, autistic people can thrive in medicine (Shaw et al.,).

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According to Shaw, et al. (2023), the participants expressed their experience of not getting the proper support and understanding from their medical schools. Instead of being encouraged to make themselves appear non-autistic, they mainly felt like victims of the system, as they voice concerns about feelings of isolation, bullying, and anxiety. Instead of being supported when they expressed their difficulties in coping due to being autistic, they were instead told to ‘take time out’. None of the participants were offered a personalized learning environment. However, all acknowledged the strengths associated with being autistic, supporting the assertion that autistic individuals can indeed be safe, effective, and skilled doctors.

# data[].attributes.body
Participants wanted understanding and support from their medical schools, sharing experiences of isolation, bullying, and anxiety. They felt like victims of a system that expected them to hide their autism. Theywere told to take time off but were not offered personalized accommodations when they struggle. Despite all the challenges, all participants recognized strengths associated with being autistic, highlighting the potential for autistic individuals to excel as doctors (Shaw et al., 2023).