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Aim: To explore whether virtual short term international study experiences (VSTISE) facilitate transformational learning., Background: Transformational learning is recognised as beneficial and desirable for health students to experience. Such learning may contribute to students developing deeper understanding of themselves and of those to whom they provide care. Transformational learning has been demonstrated to increase students' confidence with and empathy for, caring for people from diverse backgrounds, increasing students' knowledge and awareness of social justice and health equity issues. Previously, undergraduate midwifery students at an Australian University have had the opportunity to potentially experience transformational learning through participation in short-term international experiences. Covid-19 resulted in the transitioning from face-to-face international experiences to virtual, online programs., Design: A qualitative research design was informed by transformational learning theory, with a reflexive thematic analysis process. Bachelor of Midwifery students from an Australian University who were participating in the virtual programs were invited to take part. Critical reflective journal entries were guided by prompt questions aligned with a reflective model., Method: Reflective thematic analysis of students' written reflections guided by a transformational learning framework., Results: Ten students consented and shared their critical reflective journal entries. Transformational learning is possible via virtual international study programs, with midwifery students demonstrating such learning in domains such as developing cultural sensitivity, developing insight into privilege and power and increasing recognition of the importance of a global midwifery identity., Conclusions: Virtual programs may increase equitable access to international opportunities while deepening cultural sensitivity, compassion and professional growth of midwifery students., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Background: The English language has been recognised as an international language, enabling the globalisation of education and work opportunities. An institute in Taiwan has committed to strengthening English teaching by implementing a student-centred teaching and learning activity using role play. In addition, the involvement of a visiting teacher from Australia has been established., Method: Data collection consisted of a questionnaire that collected qualitative and quantitative data that revealed student perceptions and attitudes towards learning English including nursing terminology, teamwork and communication., Results: Fifty five of sixty students participating in the activity completed the questionnaire. Students regarded this as a positive experience for learning English, collegiality and teamwork., Conclusion: This project revealed that students who are not generally exposed to English-speaking people enjoyed this experience. They gained confidence in their ability to learn English in a collegial atmosphere where teamwork and supportive relationships were developed, despite the perception that learning English was difficult.