Creating a SOTA buddy program

In recent years, occupational therapy students at Samuel Merritt University have implemented the use of a buddy program for the incoming cohort of OT students. The program provides second-year OT students (OT2) with a chance to support an incoming OT student (OT1). OT1s can receive a variety of support from OT2s, including academic and emotional support. The expectations of the OT2 buddies are to be respectful, confidential, responsive, and proactive with their OT1 buddy through the OT1’s duration at SMU.

The buddy program provides the benefit of expanding students’ professional network of occupational therapy practitioners. It also helps provide opportunities for participation beyond the scope of education or school in the form of social events. It allows OT1 students to access and learn material (tips and tricks), receive advice on things like which professors would suit them, and access additional school resources. OT2 students have an opportunity to review past material if they are providing academic support and to share their personal tips. These help bridge the gap between cohorts and make connections before we enter the field as practitioners. Buddies can also be a form of support for OT2s during fieldwork (especially Level II), capstone projects, and studying for the NBCOT® exam.

The buddy program has not always gone smoothly, and there is an opportunity for reflection and improvement. In the past, some OT1 buddies were dissatisfied with their buddy regarding outreach, response time, and confidentiality. Some OT2s never reached out to their buddy after the initial contact, and others stopped reaching out after completion of the fall semester. Some OT1s also expressed that they received extremely delayed responses or none at all. Some OT1s learned that conversations they’d had with their OT2 buddy were shared among the OT2 cohort.

As SOTA Secretary, I was responsible for overseeing the 2022–2023 school year buddy program. I knew that I wanted to make some changes and improve the overall student buddy experience. Here is how the revised buddy program now works, from the matching process to student feedback.

The matching process starts with both cohorts filling out a form stating they are interested in being a buddy and agreeing to the terms of confidentiality and respect. This ensures buddies will remain invested and boundaries are respected, because only those who really want to participate are doing so. The rest of the form focuses on demographic data, personality characteristics, and expectations of their buddy’s commitment. The initial match is made based on the time a buddy is requesting or is able to fulfill, and the type of support, in addition to other factors they would like me to consider (e.g., race, gender, geographical proximity, personality, hobbies/interests, MOT/OTD). After the match is made, the OT1 is put in touch with their OT2 buddy, and they start to define their expectations. If either buddy feels the match is not working, a rematch can be made.

As the program continues to evolve with new cohorts, both cohorts will be able to provide feedback via an optional survey after completing their fall, spring, and summer semesters of their first year. The survey results will be shared with both buddies if issues arise.

Another change is the involvement of the buddy program matcher. Previously, the matcher was the SOTA Secretary, but this does not need to be the case moving forward. It is simpler if it is only one person over time. The matcher can encourage the OT1s to reach out if they have any concerns. They can also rematch buddies if needed, send out the feedback surveys, and address issues raised on the surveys. The program will continue to grow and adapt to students’ needs as feedback is provided.

If you are interested in starting a buddy program at your school, here are some tips:

1. Set clear expectations in regard to privacy and respect for all participating parties.
2. Pair students based on hourly commitments and support types.
3. Host a social event at the beginning of the school year to allow buddies to meet in person.
4. Offer a chance for confidential feedback.
5. Remind the OT2 cohort to reach out regularly.

Overall, the buddy program is meant to help OT1s through their journey as OT students. After the matching process, it is up to the buddies to define their relationship and check in on each other, although the OT2s are expected to take the lead. The organizer is only present as a mediator if issues arise. This program has produced positive outcomes and relationships, and we strongly encourage other schools to adopt similar buddy programs.

Christine Chan is a second-year OTD student at Samuel Merritt University. She is still learning about different settings and is excited to explore and learn during fieldwork Level II. Currently, she is preparing her capstone project, which focuses on OT participation in web accessibility research and the barriers to engagement. In her free time, Christine likes to take short nature walks, listen to true crime podcasts, and play Stardew Valley.