Knowledge and Attitudes Toward Attention-Deficit/Hyperactivity Disorder Among Physicians and Senior Medical Students in Jordan.

Background: Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder that physicians are expected to recognize across diverse clinical settings, as early identification and appropriate referral depend on both clinical knowledge and professional attitudes. Although ADHD is addressed during medical training, less is known about whether greater knowledge translates into more positive professional attitudes. Methods: A national cross-sectional study was conducted in Jordan between June and November 2023. A validated questionnaire was administered to licensed physicians and fifth- and sixth-year medical students. Overall, 553 participants (263 physicians and 290 senior medical students) completed the survey. Knowledge and attitude scores were calculated using a predefined scoring system. Associations were evaluated using Pearson's chi-square tests and ordinal logistic regression. Results: Overall, 55.2% of participants demonstrated good ADHD-related knowledge, while 52.8% had positive attitudes. Higher knowledge levels were significantly associated with more positive attitudes (p < 0.001). Among medical students, completion of a pediatric rotation independently predicted higher knowledge (OR = 3.37, 95% CI: 1.07-10.56, p = 0.037). Among physicians, higher knowledge was independently associated with personal experience with ADHD (OR = 2.51, p = 0.004) and having children (OR = 3.22, p = 0.049), whereas physicians working in primary healthcare centers had lower odds of higher knowledge than those working in central hospitals (OR = 0.42, p = 0.002).No participant characteristics independently predicted attitudes. Conclusion: Physicians and senior medical students in Jordan demonstrated generally good ADHD-related knowledge but persistent misconceptions and mixed attitudes. Although greater knowledge was associated with more positive attitudes, the observed knowledge-attitude gap suggests that factual knowledge alone may be insufficient to improve professional attitudes toward ADHD. ADHD education should therefore combine diagnostic teaching with longitudinal clinical exposure, reflective learning, and stigma-focused educational strategies to strengthen both ADHD-related knowledge and professional attitudes.