PMID- 35223296
OWN - NLM
STAT- PubMed-not-MEDLINE
LR  - 20220301
IS  - 2168-8184 (Print)
IS  - 2168-8184 (Electronic)
IS  - 2168-8184 (Linking)
VI  - 14
IP  - 1
DP  - 2022 Jan
TI  - A National Cross-Sectional Study of the Characteristics, Strengths, and 
      Challenges of College Students With Attention Deficit Hyperactivity Disorder.
PG  - e21520
LID - 10.7759/cureus.21520 [doi]
LID - e21520
AB  - INTRODUCTION: A substantial proportion of college students experience challenges 
      transitioning from pediatrics to the adult healthcare system. Combined internal 
      medicine and pediatrics (Med-Peds) providers are frequently tasked with 
      facilitating this transition and promoting the health and well-being of this 
      population. There is an increasing proportion of college students with Attention 
      Deficit Hyperactivity Disorder (ADHD) in the U.S. This population experiences 
      particularly pronounced challenges navigating the healthcare system and, as a 
      result, often contends with fragmented healthcare. These issues are due to a 
      range of factors, including lack of physician training, education, and resources, 
      as well as a dearth of available research that can inform Med-Peds providers' 
      efforts to support college students with ADHD. METHODS: The current study 
      compared a nationally representative sample of U.S. college freshmen with ADHD to 
      those without ADHD on health, academic, and non-academic capacities. This study 
      analyzed population-weighted data from the Cooperative Institutional Research 
      Program's Freshman Survey. RESULTS: Students with ADHD were more likely to report 
      co-occurring conditions and feelings of depression and overwhelm. They were less 
      likely to report emotional health that was above average or in the highest 10(th) 
      percentile. Although they reported lower overall academic aspirations, they were 
      more likely to rate themselves in the highest 10th percentile on a range of 
      non-academic capacities. CONCLUSION: The results from this study can inform 
      efforts among Med-Peds providers seeking to promote the health and well-being of 
      college students with ADHD.
CI  - Copyright (c) 2022, Hotez et al.
FAU - Hotez, Emily
AU  - Hotez E
AD  - General Internal Medicine, David Geffen School of Medicine, The University of 
      California, Los Angeles (UCLA), Los Angeles, USA.
FAU - Rosenau, Kashia A
AU  - Rosenau KA
AD  - Medicine, David Geffen School of Medicine, The University of California, Los 
      Angeles (UCLA), Los Angeles, USA.
FAU - Fernandes, Priyanka
AU  - Fernandes P
AD  - Division of Medicine-Pediatrics, David Geffen School of Medicine, The University 
      of California, Los Angeles (UCLA), Los Angeles, USA.
FAU - Eagan, Kevin
AU  - Eagan K
AD  - Education, The University of California, Los Angeles (UCLA), Los Angeles, USA.
FAU - Shea, Lindsay
AU  - Shea L
AD  - Public Health, A.J. Drexel Autism Institute, Drexel University College of 
      Medicine, Philadelphia, USA.
FAU - Kuo, Alice A
AU  - Kuo AA
AD  - Division of Medicine-Pediatrics, David Geffen School of Medicine, The University 
      of California, Los Angeles (UCLA), Los Angeles, USA.
LA  - eng
PT  - Journal Article
DEP - 20220123
PL  - United States
TA  - Cureus
JT  - Cureus
JID - 101596737
PMC - PMC8865363
OTO - NOTNLM
OT  - adhd
OT  - college
OT  - emerging adulthood
OT  - higher education
OT  - united states
COIS- The authors have declared that no competing interests exist.
EDAT- 2022/03/01 06:00
MHDA- 2022/03/01 06:01
PMCR- 2022/01/23
CRDT- 2022/02/28 05:37
PHST- 2021/12/23 00:00 [received]
PHST- 2022/01/22 00:00 [accepted]
PHST- 2022/02/28 05:37 [entrez]
PHST- 2022/03/01 06:00 [pubmed]
PHST- 2022/03/01 06:01 [medline]
PHST- 2022/01/23 00:00 [pmc-release]
AID - 10.7759/cureus.21520 [doi]
PST - epublish
SO  - Cureus. 2022 Jan 23;14(1):e21520. doi: 10.7759/cureus.21520. eCollection 2022 
      Jan.