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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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Shaw et al. (2023) revealed that medical students clinically diagnosed with autism aspire to be understood and supported by their institutions. These students described experiences of isolation, bullying, and anxiety. The prevailing sentiment was that they were expected to conform to non-neurodivergent behaviors within the medical school system. When these students expressed difficulties related to their situation, the most common response was a suggestion to take a leave of absence. Individualized adjustments to their learning environments were not offered. Interestingly, all participants reported strengths associated with their alternative intelligence, bolstering the notion that differently-abled individuals can become competent and effective doctors.

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Shaw, et al. (2023) conducted research focusing on the awareness of autism among healthcare providers and its impact on autistic medical students. They interviewed individuals from five medical schools using predetermined questions. Stereotypes associated with autism were found to affect participants, causing them distress as revealed during the interviews. The participants emphasized the importance of receiving understanding and support from their schools, along with the need for inclusivity and personalized adjustments to meet their learning requirements.

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Shaw et al. (2023) believes studying in the medical field needs a better foundation. Mainly because of different cases that triggers emotional and mental concerns of some students. This completely impacts the quality of learning one may experience due to the possible distress. Therefore, to have an education that is efficient and functional an amendment must occur.

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Shaw, et al. (2023) reported experiences of participants, likely students with autism, at medical schools were marked by isolation, bullying, and anxiety. They felt victimized by a system that expected them to mask their autistic traits. When they struggled, the advice given was often inadequate, lacking personalized adjustments to facilitate their learning.

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Shaw, et al. (2023) participants emphasized the need for empathy and assistance from medical schools, sharing instances of isolation, bullying, and anxiety. They felt compelled to conceal their autistic traits to conform to the system's expectations. Despite facing challenges, they received generic advice to "take time out" rather than personalized support. However, all participants recognized the strengths associated with their autism, indicating the potential for autistic individuals to thrive as capable and adept doctors.

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The Study by Shaw, et al. (2023) shows that the participants wished their medical schools would be more sympathetic and supportive. They talked about feeling lonely, being bullied, and feeling anxious. The majority believed they were being forced to change in order to look less autistic, and they saw themselves as victims of the system. Most participants who said that their autism was preventing them from coping were told to take a time out. Nobody was given the opportunity to customize their learning environment. Everybody mentioned the positivity of having autism. The claim that autistic persons may be competent, safe, and successful workers is supported by this.

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Medical students experiencing adversities to gain support from their schools due to their autism. Reports about isolation, bullying, and anxiety are made because of stereotypes, like they were expected to adapt themselves so that they can hide their autism, gave a heavy impact on the students. Additionally, if they were unable to handle it then most of them were advised to take a break. None of the students were offered to have their preferred adjustments of learning environment. Despite all the stereotypes about autism and adversities in academics for students, they were able to discover the advantages of having it. This study shows that medical students with autism can be reliable, aspiring and adept doctors (Shaw et al., 2023).

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According to Shaw et al. (2023), the participants expressed a need for compassion and assistance from their medical institutions, sharing stories of feeling isolated, bullied, and anxious. They often saw themselves as burdened by a system that demanded they hide their autism to fit in. When they struggled due to their autism, the common suggestion was for them to 'take time out,' with no one receiving customized changes to their study settings. Despite these obstacles, every participant noted positive attributes linked to their autism, highlighting the viewpoint that individuals with autism can indeed be secure, efficient, and skilled medical professionals.

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Shaw, et al. (2023) created a research that focuses on how the participants emphasized the necessity for increased support and comprehension from medical institutions. Included in the research is how they described feelings of isolation, bullying, and anxiety throughout their academic journey, often under pressure to conform to neurotypical norms. Despite seeking assistance for challenges stemming from their autism, they primarily received generic advice such as taking breaks, lacking tailored accommodations. Nevertheless, they underscored the unique strengths associated with their autism, affirming the capability of autistic individuals to excel within the medical profession.

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Shaw et al. (2023) investigated the experiences of medical students with autism, these students strongly want their medical schools to understand and support them. Many experienced emotions of loneliness, bullying, and anxiety as a result of feeling compelled to hide their autism symptoms. Although the difficulties caused by their autism were acknowledged, kids were typically told to "take time out" instead of having their learning environment specifically modified. Notably, every participant listed benefits associated with their autism, indicating that people with autism may function well and safely in the medical field. This emphasizes how critical it is for medical schools to provide customized support networks to promote inclusivity and capitalize on the special abilities of individuals with autism.

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Shaw et al. (2023) found that students in medical school struggle with isolation, bullying, and anxiety, especially when their needs, such as support for autism, aren't met. Instead of getting help, they're expected to fit in. But despite these challenges, these students have strengths that can make them great doctors.

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Shaw et al. (2023) states that the participants shared a range of experiences such as isolation, bullying and anxiety, expressing a need for understanding and support from their medical schools. These individuals were expected to fit in and none offered personalised adjustments to their learning environment. Despite these challenges, they highlighted strengths suggesting that autistic individuals can excel as doctors.