Abstract

Background:
Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that, if unrecognized, can hinder academic and social functioning. As future healthcare providers, medical students should possess adequate knowledge for the timely identification and management of ADHD. This study assessed ADHD-related knowledge and awareness among medical students in Pakistan.
Methods:
This cross-sectional study was conducted at Rawalpindi Medical University over four months. Using consecutive sampling, 274 MBBS and Allied Health Sciences students from all academic years were recruited; those with prior ADHD diagnoses were excluded. A validated questionnaire assessed demographics, awareness, and knowledge (21 scored items). Knowledge scores ranging from 1–13 were categorized as poor, while scores of 14–21 were categorized as good. Data were analyzed in SPSS 27 using descriptive statistics, chi-square tests, and ANOVA, with p < 0.05 considered significant.
Results:
Of the participants (182 females, 92 males), 80.7% identified ADHD’s full form, yet 56.2% had poor knowledge (mean score 11.8 ± 4.58). Females scored significantly higher than males (p = 0.033), and older students (>23 years) outperformed younger peers (p = 0.013). Academic year strongly influenced knowledge (p < 0.001), with senior MBBS students scoring higher than juniors and Allied Health Sciences students.
Conclusion:
High awareness but limited knowledge of ADHD was observed, with deficits in diagnostic criteria and management. Targeted educational interventions, particularly early in the curriculum and reinforced during clinical rotations, are recommended to prepare future physicians for effective ADHD recognition and management

Key words: Keywords: Attention Deficit Disorder with Hyperactivity; Knowledge; Mental Disorders; Students, Medical; Neurodevelopmental Disorders