Even though a person may not have been sufficiently informed when they chose their profession, it can be argued that during their education and training they will learn all relevant knowledge about the occupational risks associated with working in the medical profession. If so, it is fair to assume that when this individual begins to work after graduation they will be willing to confront any of those risks. In theory at least, it can be presumed that every student who passes their exams and goes on to graduate from the faculty is informed of the risks; so it can be argued that all HCWs who are currently active in their profession have consented to accept the risks posed by all the contagious diseases known at the time of their graduation. Of course, the diverse factors that determine the quality of education, such as the particular educational methods used, the course content, the abilities and knowledge of the instructors, role-models, and the personal features and motivations of students, are all potential sources of variation. But for the sake of argument, let us assume that a standardized education program is implemented throughout all medical schools. If that were the situation, then the argument that the individual has been made aware of the occupational risks during education would be true to the extent that the education program addressed those risks sufficiently. Nevertheless, it would be hard to claim that presumed consent is valid for every individual. For many people, a degree in medicine is very costly, both financially and in terms of time and energy. Under such circumstances, it is difficult for a person to quit their schooling despite the awareness they gain of the occupational risks involved. Individuals might feel pressured and confused by the two options confronting them: on the one hand, dropping out of medicine and forfeiting all the time, effort and money spent on schooling towards that aim; and on the other, reluctantly accepting the occupational risks, which may look frightening to the individual at that moment. Of course, it is important to remember that the person chose the medical profession in the first place, and numerous positive and beneficial elements are associated with working within it, which may ultimately serve to temper and override the individual's fear of the risks. An additional source of pressure may be that, for whatever reasons, switching educational tracks is too difficult; it may appear too daunting or be financially untenable. It seems likely that in the end the individual will choose to continue with their education and embark on a career in medicine, despite hesitation and fear of the risks. It is difficult to describe a decision made under conditions of such uncertainty and stress as 'informed'.