I'm Rayan, a high school student, biology club co-founder, and immigrant who watched a healthcare system collapse in real time. This is where I write about what I learned from it, and what I'm trying to build because of it.
From a collapsing emergency room in Beirut to the molecular signals that determine survival, a personal and scientific look at what really decides who lives.
Read the essayIn the UAE, students under 18 face strict barriers to hospital volunteering and clinical shadowing. This directory connects Grades 10 to 12 directly to clinics, hospitals, and NGOs that accept student volunteers.
Browse opportunitiesBiology workshops, US medicine pathway guidance, and a research culture that starts in high school.
Learn moreBuilt for international and immigrant students navigating the path to medicine from outside the US, without the usual support structures.
Explore resourcesHigh school student, co-founder of the ISC Dubai Biology Club, and the person behind Cedars of Hope. Born in Lebanon, raised in Dubai, residing in Virginia. Pursuing medicine because of what I witnessed, and building this platform because of what I could not find.
I named this platform Cedars of Hope deliberately. The cedar tree is the symbol of Lebanon — it appears on the flag, it runs through the country's poetry and history, and for Lebanese people everywhere it carries the weight of a homeland that has survived more than most countries are ever asked to endure. When I stood in that hospital corridor in Beirut on August 4, 2020, I was standing in the shadow of everything that tree represents: resilience, rootedness, and the quiet refusal to fall even when everything around it does.
Hope is the other half of the name — and the harder half to hold onto. This platform exists because I believe that the healthcare systems failing people in Lebanon, in Venezuela, and across the developing world are not beyond repair. They are beyond neglect. The distinction matters. What is neglected can be restored, if enough people decide that the work of restoring it belongs to them.
Cedars of Hope is a student-led initiative. Everything on this platform, the blog, the Opportunities Directory, the research, and the premed resources, was built during my senior year of high school with the support of the ISC Dubai Biology Club and our teachers.
Whether you are a student looking for clinical experience, a school interested in partnering on a shadowing program, a clinic that wants to be listed in the Opportunities Directory, or a medical student who wants to contribute a testimonial, I would like to hear from you.
[email protected]There is a specific kind of grief that does not announce itself. It does not arrive with tears or collapse. It comes quietly, in the hours after something irreversible has happened, and it feels less like sadness and more like the sudden awareness that the world has rearranged itself while you were not looking. I have felt that grief once with the kind of totality that changes a person. I was sixteen years old, standing in a hospital corridor in Beirut, and I did not yet have the language for what I was watching.
I have always been someone who reads the room before entering it. As a child growing up in a Lebanese household, I learned early that the most important things were rarely the ones spoken aloud. I learned to listen to the pauses between sentences, to feel the weight shift in a room before any words arrived, to understand that silence in my culture carries its own grammar. That emotional attentiveness was not something I chose. It was something my environment made necessary, and it became, over time, the lens through which I understood everything, including medicine.
I say this not as biography but as context. Because what I witnessed on August 4, 2020, was not simply a disaster. It was the moment when everything I had quietly understood about the fragility of life and the weight of helplessness became undeniable.
At 6:07 in the evening, 2,750 tons of ammonium nitrate that had been stored unsecured in a port warehouse for six years detonated in what became one of the most powerful non-nuclear explosions ever recorded in human history. The shockwave was felt as far away as Cyprus, more than 200 kilometers across the Mediterranean. In Beirut itself, the force was equivalent to a 3.3 magnitude earthquake. Buildings that had stood for a century collapsed in seconds. The sky above the port turned a deep, churning red.
By the time the dust began to settle, at least 218 people were killed. More than 7,000 were injured, of whom at least 150 would acquire a permanent physical disability. Three hundred thousand people lost their homes in the blink of an eye. Eighty thousand children were left without shelter. Half of Beirut's healthcare infrastructure was rendered nonfunctional within minutes of the blast.
Saint George Hospital, one of Beirut's largest and most established medical facilities, sat less than one kilometer from the blast site. The explosion tore through its structure. Four nurses died in the initial blast. Fifteen patients died when the explosion severed power and their ventilators stopped working. Several children receiving cancer treatment were struck by flying glass. Dr. Joseph Haddad, the hospital's director of intensive care, stood in the rubble of his own institution and said to the cameras: "There is no Saint George Hospital anymore. It's fallen, it's on the floor. It's all destroyed. All of it." Within hours, the hospital that had served Beirut for generations was forced to close entirely. Staff moved patients into the street and treated them on the pavement.
The Lebanese Red Cross mobilized 75 ambulances and 375 emergency medical personnel from across the country. Every ambulance from North Lebanon, the Bekaa Valley, and the South was dispatched to the capital simultaneously. The American University of Beirut Medical Center, located 3.4 miles from the port, activated its full emergency protocol and managed to receive more than 500 casualties in the first six hours. The first victim arrived just ten minutes after the explosion. They kept coming for hours.
But here is the detail that never left me: three of the five major university hospitals within five miles of the blast were either destroyed or too severely damaged to function. What should have been Beirut's medical safety net had been shredded by the same event that created the emergency. The hospitals that remained standing received not only the blast casualties but also the patients being evacuated from the hospitals that had collapsed. Morgues filled immediately. Operating rooms ran out of supplies. Doctors performed surgeries in corridors, on floors, under emergency lighting, with whatever remained.
They had not failed their patients. The system that was supposed to support them had spent years failing, quietly and invisibly, until the moment when its failure became impossible to ignore.
When my family arrived at the hospital that evening, we found our relative on the emergency room floor, untreated. He did not survive. I do not resent the doctors around him. I could see in their faces and their movements that they were carrying something unbearable and choosing, again and again, to keep going. What I felt instead was something harder to name: the recognition that the outcome had been decided not in that room but years earlier, in government offices, in policy decisions, in the slow institutional neglect of a country that had been failing its people long before the explosion gave that failure a visible face.
The Lancet's post-explosion analysis, drawing on data from hospitals across Lebanon, documented 346 surgeries performed in the first 54 hours across 13 centers. They included craniotomies, fracture repairs, and corneal lacerations from shattered glass. Of 55 patients admitted to intensive care units, 69 percent had brain injuries. The study noted, with what I can only read as scientific restraint, that most hospitals within five kilometers of the blast "managed a heroic mass transfer of patients and injured staff, in the absence of electricity and elevator services."
Heroic. The word appears in the clinical literature with a precision that the literature usually reserves for measurable things, and it is the right word. The doctors and nurses who worked through that night did not do so because the conditions permitted it. They did so in spite of conditions that should have made it impossible. Lebanon was already in economic collapse before the blast. The Lebanese pound had lost the majority of its value. The government had defaulted on its debt. More than half the population was living in poverty. Hospitals had already been running short of medical supplies and were unable to pay their staff. The morning of August 4, the director of Rafik Hariri University Hospital, the country's main COVID-19 facility, had warned publicly that the hospital was approaching full capacity.
None of that stopped a single physician from showing up.
I think about those nurses often. They had arrived at Saint George Hospital that day to do their work, the same work they did every shift, caring for patients with the particular combination of precision and presence that nursing requires. They did not know the warehouse one kilometer away was a detonation waiting to happen. No one warned them. No one warned the patients on ventilators. No one had established an emergency response plan adequate to the risk sitting inside the port. The failure that killed those nurses and those patients was not sudden. It was years in the making, built from bureaucratic negligence and willful ignorance, and it expressed itself in six seconds on the evening of August 4.
After the Beirut port incident, I became consumed by a question that I could not shake: how does the body decide, at the cellular level, who survives? I began reading medical literature with the specific urgency of someone who needed the science to answer something personal. What I found reoriented the way I understood the events of that night.
Blast injuries produce four distinct categories of trauma. Primary blast injuries are caused by the pressure wave itself, damaging air-filled organs: the lungs, the bowel, the middle ear. Secondary injuries come from fragmentation, the shards of glass and metal that the explosion turns into projectiles. Tertiary injuries occur when the pressure wave throws a person's body against another surface. Quaternary injuries include burns, crush wounds, and inhalation of toxic materials. On August 4, patients arrived at Beirut hospitals with all four categories simultaneously.
What determines survival in these scenarios is not simply the severity of the initial injury. It is the speed and precision of intervention which determines survivability. When tissue is damaged, the body initiates a cascade of molecular signals, cytokines, chemokines, and cellular stress proteins that regulate whether tissue repairs itself or degenerates further. This window is narrow. In traumatic brain injury, the inflammatory response that begins within minutes of the injury can, if left unsupported, cause secondary neurological damage that exceeds the primary wound. The majority of ICU patients from Beirut, 69 percent by the Lancet's data, had brain injuries. Many of those outcomes were shaped not only by the explosion but by what was available, or unavailable, in the hours that followed.
This is why biomarkers for early detection matter to me with an urgency that goes beyond academic interest. Specific proteins in the blood, including glial fibrillary acidic protein and serum neurofilament light chain, can signal traumatic brain injury within hours of onset, before symptoms become externally visible, before a CT scanner is required. In a well-resourced hospital, these tools exist. In a hospital treating 500 blast casualties simultaneously with no electricity and depleted supplies, they do not. The gap between what the biology of survival requires and what the infrastructure of medicine provides in these moments is not a medical problem. It is a political and structural one. And it is one that research can, over time, begin to close.
I decided, in the aftermath of Beirut, that medicine was the only path that made sense for me. Not because it was practical, but because it was necessary. I had felt helplessness in that hospital corridor at a depth I had never felt before, and I understood that the only response to that feeling that would carry any meaning was to spend my life learning how to replace it with capability.
What I did not anticipate was the wall.
In the United States, high school students interested in medicine can find clinical volunteering opportunities at hospitals and clinics in almost every major city. Hundreds of programs exist specifically to introduce young students to clinical environments, to give them the exposure that confirms or redirects a sense of purpose before they commit to a decade of medical training. In the UAE, that infrastructure does not exist in the same way. Institutional regulations and liability policies make it extremely difficult for students under 18 to access clinical settings. Hospitals that would be routine volunteering destinations in the US turn students away as a matter of policy. The result is that the students who do manage to find clinical experience here are not the most capable or the most committed. They are, without exception, the most connected.
I navigated that barrier through persistence and personal outreach that took months. I arranged unpaid shadowing by contacting clinics directly, by following up when doors closed, by asking again. Most students in my position do not have the time, the confidence, or the knowledge to do that. They simply do not find the door, and they never know whether medicine was right for them, because the system never gave them the chance to find out.
The system that failed the patients of Beirut and the system that fails aspiring doctors in the UAE are structurally different but morally identical. Both are failures of access. Both can be addressed. That is what Cedars of Hope is trying to do.
The Opportunities Directory on this platform is the most direct intervention I know how to make right now. It is a curated, verified listing of clinics, hospitals, and NGOs in Dubai that have agreed to receive student volunteers and clinical shadows from Grades 10 to 12. Every listing includes direct contact information, location, and the nature of the involvement available. No personal connections required. No months of outreach. Just a name, a phone number, and the courage to make the call.
The Opportunities Directory is built specifically for students in Grades 10 to 12 who want clinical or volunteering exposure but do not know where to start. Every listing has been verified. Every door is real.
Browse the directoryI am not writing this to document history or to perform grief. I am writing it because I believe that the students reading this, the ones who feel the same pull toward medicine, the same urgency, the same conviction that healthcare should not be a privilege distributed by geography and government competence, are the people who will build what comes next.
The doctors and nurses of Beirut showed me that dedication does not require ideal conditions. Nurse Rima Jabbour worked through that night at AUBMC without stopping. She gave a cup of water to a frightened teenager who did not know where to look and then went back to her patients without ceremony. That gesture has stayed with me longer than anything else from that day. It was not dramatic. It was not performed for anyone watching. It was simply the practice of care, continued under impossible conditions, because she understood that the work does not pause because the circumstances are hard.
That is the standard. And it is reachable. But it requires that students like you find your way to the clinical environment early, that you understand what medicine actually demands before you commit to it, that you build the biological foundation to ask the right research questions, and that you find a community of people who take that work as seriously as you do.
That is what the ISC Dubai Biology Club is for. That is what the Opportunities Directory is for. That is what this platform is for.
I built it because I needed it and it did not exist. I am sharing it because you should not have to build it yourself.
The ISC Dubai Biology Club runs workshops, research discussions, and honest conversations about the path to medicine. Open to students in Grades 10 to 12 at ISC Dubai. Applications are open now.
Learn about the club and applyThere is a question my culture taught me to ask at the end of every story. Not what happened, not who was at fault, but what it means. What can be learned. What the experience is trying to teach, if you are willing to listen for it.
I have been sitting with August 4 for almost five years now. The meaning has not resolved into something clean or comfortable. What I have arrived at is this: the systems that determine who receives care and who does not are built by people, which means they can be rebuilt by people. The barriers that prevent aspiring doctors from finding clinical experience are structural, which means they can be dismantled structurally. The research that could close the gap between what the biology of survival requires and what resource-limited medicine can provide is underway, which means it can be accelerated by the right scientists asking the right questions.
None of this is inevitable. All of it requires people who decided, at some point, that the helplessness they once felt was a beginning rather than an ending.
I made that decision in a hospital corridor in Beirut. I am still making it every day. And if you are reading this, I suspect you are somewhere in that same process.
Welcome to Cedars of Hope. There is work to do.
Sessions on molecular biology, cellular responses, and the science behind real healthcare problems, not just curriculum content.
Honest, experience-based guidance on what it actually takes to pursue medicine in the United States, from someone navigating it in real time.
We read, discuss, and challenge each other on real healthcare problems. The goal is not answers. It is learning to ask better questions.
What they wish they had known, and why communities like this one matter.
Fill in the form below and Rayan will get back to you. Open to students in Grades 10 to 12 at ISC Dubai.
In the UAE, hospital regulations and institutional policies make it extremely difficult for students under 18 to volunteer or shadow in clinical settings. In the United States, this kind of access is routine for high school students considering medicine. Here, it requires either personal connections or the persistence to navigate closed doors on your own.
I navigated those doors. It took months of outreach and a lot of rejection before I arranged the shadowing that ultimately shaped my path. The students who cannot do that, whether because of time, language barriers, or simply not knowing where to start, are not less committed. They are just less connected.
This directory is the resource I wish had existed when I was starting out. Use it. Share it. And if you find a clinic or organization that should be listed here, reach out and I will add it.
If you have found a place that accepts student volunteers or shadows in Dubai and it is not listed, share it below and I will add it to the directory.
A research project by the ISC Dubai Biology Club, conducted throughout our senior year with the guidance of our teachers, into the problem of clinical access for high school students in the UAE and the solutions that already exist or could be built.
When our club founder Rayan began pursuing medicine in his senior year, he discovered something that surprised him: in the UAE, students under 18 are almost entirely blocked from clinical environments. Hospital liability regulations, institutional policies, and the absence of formal student volunteer programs mean that the kind of exposure that is routine for aspiring doctors in the United States is nearly inaccessible here.
He spent months navigating that barrier through personal outreach and persistence, arranging unpaid shadowing one clinic at a time. Most students never manage to do that. They graduate without any clinical exposure, apply to premed programs abroad without knowing whether medicine is actually right for them, and arrive at university already behind their peers who had spent high school inside hospitals.
We brought this problem to our biology club. Throughout our senior year, with the support of our teachers, we researched what solutions already exist in other countries, what partial solutions exist here in the UAE, and what a realistic path forward might look like for students at our school and schools like ours. This page documents what we found.
We did not start with answers. We started with the question: given the regulatory environment in the UAE, what could realistically work for a high school student today? Below are the six solutions we explored, what each one involves, where it already exists, and what it would take to implement it here.
The core problem is that hospitals will not take individual students because there is no liability framework protecting them. The solution that has worked in other countries is not to send individual students; it is to build a formal partnership between a school and a clinic, with a teacher or administrator as a named supervisor. Under this model, the clinic is not responsible for the student. The school is. This shifts the liability in a way that makes participation realistic for clinics that would otherwise say no.
Programs like International Medical Aid and Projects Abroad have demonstrated this model internationally, placing supervised high school students in clinical settings across Ghana, Nepal, and Argentina. The supervision structure is the key. In the UAE context, a biology teacher or school counselor serving as the named responsible adult removes the institutional barrier that most clinics cite.
What we can do now: Approach our school administration about formalizing the shadowing arrangements that already exist informally. The Opportunities Directory on this platform is a starting point for identifying which clinics might be receptive to a structured school partnership.
Before clinical access becomes possible, students need to demonstrate a baseline of medical seriousness. First Aid and CPR certification is one of the most accessible and underused tools available to high school students in the UAE. The Hayat Institute in Dubai offers hands-on certification courses that include CPR on electronic training dummies, AED operation, and injury assessment. These courses are open to high school students, take only a day or two to complete, and produce a credential that belongs on every premed application.
Internationally, EMT certification has become a major pathway for pre-university students in the US to gain genuine patient interaction. While EMT programs are not yet accessible at the high school level in the UAE, First Aid certification is the logical first step and demonstrates to clinics that a student is prepared to be in a medical environment without requiring supervision of basic safety skills.
What we can do now: Get certified. It takes one weekend and costs a small course fee. It is one of the most concrete signals of commitment you can put on a university application, and it is the first qualification many clinics ask about before discussing shadowing.
NGOs operating in the UAE have significantly fewer liability restrictions than hospitals and clinics, and many of them work directly on health-related issues. Organizations like Heroes of Hope UAE, Operation Smile UAE, and Dubai Cares accept high school student volunteers for community health outreach, health education campaigns, and direct support work. This is not clinical shadowing, but it is something more valuable in one specific way: it places students in contact with the people medicine is trying to serve.
Operation Smile UAE specifically has a student program that allows school clubs to organize volunteer involvement, with age-appropriate presentations and student-led fundraising and awareness initiatives. The UAE Volunteers platform (volunteers.ae), run by the government, lists health-related volunteering opportunities across all seven Emirates that are open to students with parental consent.
What we can do now: Register on volunteers.ae and filter for health-related opportunities. Contact Operation Smile UAE directly about student club involvement. Both are immediate, free, and open to students at ISC Dubai.
Not every solution requires physical access to a hospital. A number of reputable remote programs allow high school students to engage with clinical medicine in a structured way online. Programs like Inspira Futures, Medlink Students, and the University of Miami Miller School of Medicine's free virtual premed program offer virtual case studies, physician-mentored discussions, and simulated patient assessments. These are not replacements for in-person shadowing, but they serve a real purpose: they prepare students intellectually for the clinical environment before they access it physically, and they demonstrate genuine engagement with medicine on a university application.
The UAE's own investment in telemedicine is also relevant here. The Dubai Health Authority logged 375,000 telehealth consultations in 2023 alone, a 28 percent increase year on year. As this infrastructure matures, it opens a potential pathway for student observation of virtual clinical consultations under supervised conditions, something that several UAE-based medical universities including MBRU have begun exploring through their Summer Scholars program.
What we can do now: Apply to the MBRU Summer Scholars Program, which offers clinical observerships within Dubai Healthcare City to motivated students. The program is based at one of the UAE's leading medical universities and provides structured access within a supervised, accredited environment.
Dental clinics in the UAE operate under different regulatory frameworks than hospitals and are generally more open to student observation. Our founder's entire clinical foundation was built through dental shadowing at Dentamed Clinic in Dubai Healthcare City, where he completed five weeks of exposure across oral surgery, orthodontics, and implantology. Dental shadowing is real clinical experience. It involves patient interaction, procedure observation, and an understanding of the relationship between patient wellbeing and clinical skill that transfers directly to medicine.
Allied health settings including physiotherapy clinics, optical practices, and pharmacy observation roles carry similar accessibility advantages. While these are not surgery wards, they are environments where students encounter real patients, observe real clinical reasoning, and develop the professional behavior that hospitals assess when they decide whether to permit further access.
What we can do now: The Opportunities Directory on this platform lists three Dubai clinics that are accessible to students. Start with dental. It is the most realistic entry point available to you today.
The most durable solution is also the slowest one: changing the policy environment itself. In the United States, hospital volunteer programs for high school students exist because someone built the infrastructure for them, created safety protocols, established liability frameworks, and persuaded institutions that the educational benefit justified the administrative investment. That work was done by individuals, schools, and organizations over decades.
The UAE government has already demonstrated willingness to invest in medical education at the institutional level. MBRU, the Mohammed bin Rashid University of Medicine and Health Sciences, was established specifically to build a world-class medical education environment in Dubai Healthcare City. The Dubai Health Authority's Vision 2025 strategy prioritizes healthcare workforce development. The infrastructure for a student clinical access program exists. What does not yet exist is the student-level advocacy that makes such programs politically visible and practically urgent.
This platform, the Opportunities Directory, and the research documented here are the beginning of that case. We are documenting the gap, naming the students it affects, and demonstrating that the demand is real and the solutions are feasible. That is how policy changes begin.
The longer view: If you are a student reading this in Grade 10 or 11, the most meaningful thing you can do for the students who come after you is to document your own experience navigating this barrier, contribute to the Opportunities Directory, and help build the evidence base that a formal program needs to exist.
We started this research expecting to find one clear answer. What we found instead was a spectrum of partial solutions, each one accessible to different students under different circumstances, and none of them requiring permission from the institutions that currently say no.
The students who will go furthest in medicine from the UAE are not going to wait for the system to open its doors. They are going to build a foundation through what is available: First Aid certification, NGO volunteering, dental and allied health shadowing, remote programs, and school-coordinated access partnerships. By the time they apply to university, they will have more clinical context than many students who had formal hospital access, because they had to think about it harder.
This research is ongoing. If you have found a solution, a program, or a pathway that worked for you and is not documented here, we want to know about it.
Cedars of Hope started as one student's response to a personal barrier. This page documents what it has become.
These are the students the club was built for. Their words are the most honest measure of whether it is working.
Cedars of Hope is a senior year project that has already changed the direction of more than fifty students. The next chapter belongs to whoever joins next.
Join the Biology ClubWhat courses matter, which APs to prioritize, and how to build a record that speaks for itself.
US medical schools and premed programs want to see scientific rigor. These are the APs that carry the most weight, especially for international students who need to demonstrate equivalence:
Your school's ceiling matters. If AP courses are introduced gradually, document that in the additional information section of your application. Admissions officers read that section.
The barriers are real. Here is how to navigate them anyway, and what to look for when you do.
UAE hospitals and clinics operate under strict liability regulations that prohibit most under-18 students from entering clinical environments. Unlike the US, where hospital volunteer programs are standard, the UAE has no equivalent infrastructure for high school students. Most students who find shadowing do so through family connections or personal persistence — not through formal programs.
The directory on this platform lists clinics and NGOs in Dubai that have already been identified as accessible to students. It removes the cold outreach stage entirely.
One week of consistent, attentive shadowing is worth more on an application than months of passive observation. Quality over quantity — and always ask questions.
You do not need a university lab to begin thinking like a researcher. Here is how to start now.
University admissions committees do not expect published papers from high school students. What they look for is evidence of a research mindset: the ability to identify a problem, ask a focused question about it, and pursue that question with intellectual seriousness. That can begin anywhere.
The best research statement begins: "I noticed this problem. I asked this question. Here is what I found, and here is what I still do not know." That structure is more compelling than any credential.
The students who write the strongest essays in Grade 12 are the ones who lived the right experiences in Grades 10 and 11.
The strongest essays do not describe a list of achievements. They describe a single moment, a realization, a shift in understanding, that reveals who you are and why medicine matters to you specifically. Admissions officers read thousands of essays about wanting to help people. They remember the ones that show what help actually costs you.
The best essay prompt is not the one that sounds most impressive. It is the one you could not stop thinking about when you first read it. That instinct is telling you something.
Your background is not a disadvantage. When written with honesty, it is one of the most powerful things in your application.
International and immigrant students bring perspectives on healthcare, resilience, and systems failure that most domestic applicants do not have. Admissions officers at top universities are actively looking for students who will enrich classroom discussions, challenge assumptions, and carry a global perspective into medicine. That is you — if you frame it correctly.
The universities that will value you most are the ones looking for students who have already navigated complexity. Your background is not a handicap to explain. It is evidence of capability.
The students who go furthest in medicine are rarely the most isolated. Here is why community is a strategic choice, not just a social one.
Medicine is not a solo pursuit. Every top medical school trains physicians to work in teams, communicate across disciplines, and build trust with communities. The students who demonstrate this capacity early, through clubs, leadership, and peer mentorship, are the ones who stand out not just as academic performers but as future colleagues.
The Biology Club at ISC Dubai was built specifically for students in Grades 10 to 12 who want exactly this kind of community. Workshops on real healthcare problems, honest conversations about the US medicine pathway, and a network of students who are taking the same path seriously.
The students who are most prepared for medical school are not the ones who studied the hardest in isolation. They are the ones who built a practice of showing up for other people long before it was required of them.
Everything here comes from lived experience, immigrating, adapting, watching systems fail, and deciding to study hard enough to help fix them.
Read the full essay