Case study: diagnostic radiography and speech and language therapy – de Montfort university

1. Context and characteristics of the buddy scheme

We use a buddy scheme with our first year Diagnostic Radiography (DRAD) and Speech and Language Therapy (SLT) learners who are buddied with a third-year learner from their programme. Typically, this involves 24 DRAD and 35 SLT first-year learners matched one-to-one with a senior buddy.

Our scheme is best described as both academic and pastoral. The scheme is embedded through the curriculum and is mandatory. It is designed to provide opportunities that support junior learners as they transition into the university and an opportunity for senior learners to develop mentoring skills as they prepare to transition into the workplace.

2. Resource and strategic support in place

The scheme and buddy allocation can be managed by the relevant module leads as the scheme is embedded through the professional practice modules.

There needs to be forward planning, timetabling administration, and alignment, as well as liaison with relevant staff to coordinate and oversee the scheme. A list of responsibilities including timings is useful for the learners and staff involved.

Teaching time during the module lectures for each year group is needed to support the process of buddy allocation, buddy scheme introduction and knowledge and skills development of the senior buddies. Both years groups will receive information about the linked assignment and submission dates via taught sessions and on their visual learning environment (VLE).

The module leads will oversee the scheme, support any queries, and will mark the related assessments and provide feedback.

3. Outline of the focus, aims and objectives of the buddy scheme

The scheme is designed to provide opportunities that support junior learners as they transition into the university. It also provides opportunities for senior learners to develop coaching and mentoring skills as they prepare to transition into the workplace. 

4. Matching buddies

We use a combination of random allocation and team building sessions.

5. Recognition and reward

The scheme is embedded through the curriculum and mandatory for all learners. Learners are required to submit evidence of participation and reflection on their learning aligned to the Health and Care Professions Council (HCPC) standards of competency in order to pass an aspect of the module.

Senior learners write an assignment about their learning using a reflective framework. They are asked to reflect on their learning and consider how it impacts them, their junior buddy and beyond. They are asked ‘how being a buddy helped you to develop, confirm, refine, or discover new understandings, insights or skills’ and asked to relate learning to HCPC standards and to practice. Finally, they are required to write an action plan for future mentoring work and professional practice development.

6. Training offered and materials used

An introductory lecture with supporting learning materials was provided. It is important that the learners understand the reason and value of the buddy scheme opportunities.

Safeguarding and confidentiality are discussed to ensure buddies know how and when to raise any concerns. They are requested to contact the buddy scheme module lead straight away if any concerns arise.

Senior buddies receive learning in a workshop format on mentoring and coaching to support their skill development. This includes learning about the key principles of coaching and mentoring and opportunity to practice coaching strategies. They have an opportunity to reflect on their own first year learning and ‘being a buddy’ and discuss potential content of sessions. The mentoring information used outlines suggestions for inclusion in their buddy sessions. Senior learners are reminded to be prepared and plan carefully for each meeting and to reflect on their learning afterwards.

7. Evaluation plan

Learners are invited to provide feedback at the end of the scheme. Feedback forms have been created.

8. Implement the scheme

Three buddy meetings are timetabled to take place during term one and full attendance of all three sessions is required. By building this support into a module it has allowed learners to have dedicated time to meet. The introduction between the first- and third-year learners happens during the first term while both year groups are in university.

9. Evaluate the scheme

Junior learners provide a written feedback sheet to their buddy at the end of the scheme and are required to reflect on their own learning experience as part of an end of term formative professional skills discussion with a tutor. They are encouraged to think about the links with HCPC standards and guidance. Feedback is also provided through the reflective assignments.

10. Lessons learned

• it is essential to timetable buddy sessions to create a space in learner timetables for the learners to meet
• how empowering this learning opportunity is for final year learners
• the importance of clear procedures and tailor to suit individual professions