<HashMap><database>biostudies-literature</database><scores/><additional><omics_type>Unknown</omics_type><volume>25(1)</volume><submitter>Aitken D</submitter><pubmed_abstract>&lt;h4>Background&lt;/h4>Medical education is inherently demanding, requiring students to navigate academically challenging courses, high-stake assessments, clinical training and interpersonal interactions within high stress environments. Autistic medical students can experience profound differences academically and professionally if their support needs are not identified and addressed by specific pedagogic adaptations. This systematic review aims to explore the experiences and support provision for autistic undergraduate medical students in the United Kingdom, through a critical interpretive review of the literature.&lt;h4>Method&lt;/h4>The search strategy involved the use of 6 electronic databases, supplemented by citation tracking, consultation with academic experts and library searches. Of 400 pap</pubmed_abstract><journal>BMC medical education</journal><pagination>927</pagination><full_dataset_link>https://www.ebi.ac.uk/biostudies/studies/S-EPMC12210550</full_dataset_link><repository>biostudies-literature</repository><pubmed_title>Navigating medical school with autism: a systematic review exploring student experiences &amp;amp; support provision in the United Kingdom.</pubmed_title><pmcid>PMC12210550</pmcid><pubmed_authors>George RE</pubmed_authors><pubmed_authors>Page M</pubmed_authors><pubmed_authors>Aitken D</pubmed_authors><pubmed_authors>Hodge G</pubmed_authors><pubmed_authors>Hiller S</pubmed_authors><pubmed_authors>Lastmann E</pubmed_authors></additional><is_claimable>false</is_claimable><name>Navigating medical school with autism: a systematic review exploring student experiences &amp;amp; support provision in the United Kingdom.</name><description>&lt;h4>Background&lt;/h4>Medical education is inherently demanding, requiring students to navigate academically challenging courses, high-stake assessments, clinical training and interpersonal interactions within high stress environments. Autistic medical students can experience profound differences academically and professionally if their support needs are not identified and addressed by specific pedagogic adaptations. This systematic review aims to explore the experiences and support provision for autistic undergraduate medical students in the United Kingdom, through a critical interpretive review of the literature.&lt;h4>Method&lt;/h4>The search strategy involved the use of 6 electronic databases, supplemented by citation tracking, consultation with academic experts and library searches. Of 400 pap</description><dates><release>2025-01-01T00:00:00Z</release><publication>2025 Jul</publication><modification>2026-04-13T07:13:33.026Z</modification><creation>2026-04-07T13:28:36.915Z</creation></dates><accession>S-EPMC12210550</accession><cross_references><pubmed>40598090</pubmed><doi>10.1186/s12909-025-06866-9</doi></cross_references></HashMap>