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Carr, S. E., Harris, A., Scott, K., Ani-Amponsah, M., Hooker, C., Phillips, B., Noya, F., Mavaddat, N., Vuillermin, D. M., Reid, S., & Brett-MacLean, P. (2022) InspirE5: A Participatory, Internationally Informed Framework for Health Humanities Curricula in Health Professions Education. BMC Medical Education, 22, Article Number 490.
https://doi.org/10.1186/s12909-022-03551-z

has been cited by the following article:

• TITLE: Beyond External Obligation: Rethinking the Framework and Spirit of Medical Education

  AUTHORS: Anatoli Em. Argyrou, Maria Giannari, Andreas C. Lazaris

  KEYWORDS: Compulsory Education, Autonomy, Experiential Learning, Intellectual Hospitality

  JOURNAL NAME: Creative Education, Vol.17 No.3, March 31, 2026

  ABSTRACT: The acquisition of any knowledge depends to some extent on the existence of pressure on the learner. This pressure is traditionally exerted exogenously in the form of mandatory participation in the educational process or intimidation through failure in the exams. Could, on the other hand, this pressure be the result of an internal drive of the learner? In modern medical schools, students often attend only mandatory lectures and clinical rotations. Their primary motivation is the fear of being penalized or failing in the exams, rather than genuine interest. Medical students are often driven by external pressures such as compulsory attendance, deadlines and exams, but these only occasionally lead to meaningful learning. The majority of them seem to study medicine because they can and not because they consciously want to. Cultivating intrinsic motivation, through self-awareness and internal commitment to studying medicine, supported by counseling services that help students reflect on why they chose medicine, is essential for achieving deeper understanding and optimal educational outcomes. This paper explores the underlying issues with compulsory attendance policies. It contends that thoughtfully designed non-mandatory courses do not lower standards; instead, they elevate the mission of medical education. When curiosity, rather than obligation, drives learning, students become truly engaged. They develop into physicians who are not only more knowledgeable, but also more adaptable and compassionate. Upon beginning their medical studies, students would benefit greatly if they were provided with counseling services integrated into their curriculum and aimed at developing an internal drive for their studies.