Across medical and nursing education globally, there is increasing recognition that student wellbeing is not separate from academic success, but central to it. The growing significance and importance of extra and co-curricular initiatives for students’ academic success, wellbeing and personal and professional growth has been recently emphasised in healthcare education (Kim et al., 2023)(1). Engagement in such initiatives provides students with opportunities to foster self-efficacy, build confidence, construct positive peer relationships, enhance agency, and buffer against academic stressors.

RCSI Medical University of Bahrain considers student engagement to be a powerful predictor of wellbeing, academic success, retention and career readiness. Engaged students are more likely to persist in their studies, utilise campus resources and develop positive help-seeking behaviours and wellness practices. Specific and targeted engagement strategies have been scaffolded into and woven throughout the student journey, influencing university practices and enabling a positive student experience.

 

Over recent years, the university has conducted a wide range of empirical research into the student experience of transnational medical and nursing education at RCSI Bahrain, entitled ‘Bridging the Gap' (2).  Research outcomes have informed the strategy of the Student Development and Wellbeing Department and guided the design and customisation of unique learning opportunities, programmes and support services for our medical and nursing students.  These offerings are culturally aligned with our Middle Eastern context and also recognise and celebrate the diverse and vibrant multicultural backgrounds of our medical and nursing students. 

 

The ‘Bridging the Gap’ research outcomes highlighted specific transition points in the student journey that raised particular challenges for students, and which were addressed. 

For example, upon joining the university, epistemological and ontological ‘gaps’ were identified, including language, acculturation, and adaptation to an ‘Irish’ learning environment.  Therefore, to ensure optimum student experience during the first six months of the first semester, the ‘PathWay Programme’ was created, providing all new students with important information, tips and guidance as they start their programme of study.  A core element of the PathWay programme is the ‘Self-Care for Success’ event, introducing new students to essential aspects of self-care for academic success, such as nutrition, exercise, mental health, sleep, managing stress and presenting opportunities for engagement. Such carefully articulated initiatives foster a sense of belonginess and community, critical for student wellbeing and success, and are ‘front loaded’ in the first semester of the first year of student experience.

 

A key example of a strengths-based, positive psychology approach to student wellbeing is the Student Health Ambassador programme, introduced at RCSI Bahrain during the 2025/26 academic year. Aligned with the World Health Organization’s Healthy University framework, the programme positions students as partners and co-creators of a positive wellbeing culture within their cohorts. Each class now has a designated Student Health Ambassador, working alongside our Student Health and Wellbeing team, whose role is to embed positive health and wellbeing practices amongst their cohort.  We consider such student partnerships to be a key strategic enabler which develops innovative perspectives and empowers our future leaders in transformative healthcare. 

An integrated conceptual framework has therefore been developed specific to this context to enrich the students’ educational experience and promote physical, psychological and emotional wellbeing demonstrating that universities can support the development of resilient, reflective and compassionate healthcare professionals during a demanding programme of study in medicine or nursing.

 

(1) Kim, S., Jeong, H., Cho, H. et al. Extracurricular activities in medical education: an integrative literature review. BMC Med Educ 23, 278 (2023). https://doi.org/10.1186/s12909-023-04245-w

 

(2) RCSI Bahrain ‘Bridging the Gap’ research publications:

 

Maddison, W. (2015). Transnational Higher Education: Developing a Transnational Student Success' Signature' for Pre-Clinical Medical Students–An Action Research Project. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 9(5), 1390-1395.

 

Holden, C., Ananad, E., Maddison, W., Tawash, E., Hughes, J. (2017). Epistemological and Ontological Challenges of Transnational Foundation Year Medical Students. International Journal of Learning and Development, 7 (4).ISSN 2164-4063

 

E. Tawash, E. Anand, C. E. Holden, J. Hughes & W. Maddison (2021) From Arabic high school graduate to Western qualified nurse: the challenge of transition (a discussion paper), Studies in Higher Education, 46:2, 189-197, DOI: 10.1080/03075079.2019.1623774

 

Donohue, A., Maddison, W., Hughes, J., Basha, A., Dardari, L., Kayal, A. (2021) Language Interpreting in Undergraduate Medical Education: Developing a Framework for Educational Practice. International Journal of Learning and Development ISSN 2164-4063 2021, Vol. 11, No. 3

 

Maddison, W. (2022) Constructing self through transnational nursing education. In International Student Mobility to and from the Middle East: Theorizing Public, Institutional, and Self-Constructions of Cross-Border Students. Routledge Studies on Global Student Mobility Book Series.