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What in the world is a Maymester? My time abroad in Spain and Italy ⟩
July 11, 2025, by Avery

Classes Externships

I have always wanted to study abroad in college. I love to travel, experience new cultures, and see the world from different perspectives. However, when I started the accelerated BS-OTD program at USC Chan, I quickly realized that spending an entire semester abroad would be challenging.

In our program, we complete most of our undergraduate credits in just three years, which doesn’t leave much room for a traditional semester abroad. While it is possible, it requires a careful plan from the start of freshman year to squeeze in all required credits. I wasn’t ready to commit to it my freshman year, so for a while, I thought I had missed my chance to study abroad.

That’s when I discovered one of USC’s best-kept secrets: the Maymester.

So, what in the world is a Maymester?

A USC Maymester is a short, intensive study abroad program offered right after the spring semester, usually from mid-May to mid-June (allowing you to return in time for that June 15th internship start date!). These programs count as part of your spring course load and typically last three to four weeks, allowing students to earn academic credit while being fully immersed in a new cultural and academic environment.

Maymesters are faculty-led: a USC professor designs the course content and location and travels abroad with the group. Most Maymester courses are worth four units (the same as a regular semester class) but condensed into four immersive, action-packed weeks. There are Maymesters in a huge range of subjects, from math to storytelling, food and culture, law, and beyond.

Whether a student’s program makes it tough to go abroad for a full semester, or they just don’t want to miss that much time on campus, Maymesters are a great way to gain international experience without the full semester commitment.

I was lucky enough to go on a Maymester of my own this spring. On May 17th, I packed my bags and headed to the airport, ready to learn in a new country alongside peers I had never met before.

I took a class titled WRIT 380: Writing Sustainable Futures. For three weeks in Spain and one week in Sicily, we explored how climate change is reshaping migration across the Mediterranean. We studied how Spain and Sicily approach sustainability, climate policy, and immigration (topics that are becoming more urgent every day) and compared them to what we see in the U.S. We visited Madrid, Seville, Barcelona, and Syracuse, learning directly from local communities, and organizations. For our final project, we created a plan to bring one of these ideas home to Los Angeles.

It turns out that cities like LA have a lot to learn from places like Spain and Sicily. The climate crisis is about more than rising temperatures — it affects people’s daily lives, displaces communities, and changes how we experience the world.

Even though this wasn’t an OT-specific class, as a future occupational therapist, I was especially interested in how sustainable living conditions affect people’s well-being. I had the privilege of visiting countless local NGOs, non-profits, and government groups, learning the work they are doing to protect immigrants, communities, and this planet. I learned that cities designed with nature, walkable neighborhoods, and strong community support help people live healthier lives — values we don’t always prioritize back home.

I left the class feeling inspired to use what I learned to help people and our climate back home. Whether that is through my future practice, advocacy work, or everyday conversations, I can’t wait to put these lessons into action and help build healthier, more sustainable communities.

Outside of class, my peers and I made the most of every moment in Spain and Sicily. We became fast friends, and whenever we weren’t in lectures or writing essays, we were exploring. Beaches, museums, soccer games, ancient ruins, parks, new cities, cathedrals, shopping streets, boats, new foods, paddle boarding — you name it, we did it.

After the program wrapped up in Sicily, I took advantage of being abroad to keep traveling and check a few more destinations off my bucket list, including Rome, Venice, and Florence.

I truly could not be more grateful to have had the opportunity to study abroad in this fashion. The USC Maymester is just one of the countless fabulous opportunities available at this university.

Even if you can’t study abroad or go on a Maymester, let this be your reminder to take advantage of the resources this school has to offer. If you’re thinking about a Maymester, or any opportunity that pushes you outside your comfort zone, go for it. You’ll come back with new friends, new memories, and a perspective that’s worth every minute. If you’re curious about Maymesters, check out the USC Dornsife FLP website or talk to your academic advisor — you might be surprised at how many options there are. And if you have any questions about my experience or what it’s like to study abroad as an OT student, feel free to reach out, I’d love to share more and help you plan your own adventure!

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For the Adult Rehab Immersion, I Recommend Max Assist ⟩
June 24, 2025, by Katelyn

Classes Fieldwork School/Life Balance

Within the USC Chan E-OTD program, each year is divided into 4 different groups (A, B, C, and D). After a gentle Fall first semester to understand foundations, each cohort transitions into one of four immersions: Adult Physical Rehabilitation, Mental Health, Pediatrics, or Productive Aging and Geriatrics. At the start of our second semester, each cohort participates in a different practice immersion simultaneously.

My cohort, Cohort A, started with Adult Physical Rehabilitation, a class known to be intellectually stimulating and engaging. It was difficult. As the title states, I recommend Maximum Assistance. For those unfamiliar, in Adult Rehab, there are functional levels of assistance that determine the level of assistance a client requires. I required maximum assistance from my community to flourish in the class. It is clear that Adult Rehab is a team endeavour, and now that I have succeeded and have had the opportunity to reflect on my time within the Adult Rehab immersion, I am thankful. The Adult Rehab immersion, while stressful, was invigorating. The material was dense, but applicable. The practicums, while nerve-wracking, shaped us to be better future clinicians. It was fulfilling.

50-plus pages of weekly textbook reading, wading through dense articles, and weekly quizzes that felt like exams — I thought I was in a fever dream going 100 miles an hour in my Adult Rehab Immersion. I could never have gotten through the class without my amazing table group. Shout-out to Angie, Maya, Nicole, Noah, and Taylor. I could not have asked for a better group, and I was so grateful to have been able to work with all of you and divvy up each week’s work for our weekly IRATS (more on this in a second). Similarly, I am so grateful to have been taught by phenomenal professors Dr. Carly Roberts, Dr. Samia Rafeedie, and Jane Baumgarten.

So let’s get down to the nitty gritty. The Adult Rehab immersion, like all other immersions, is broken into three parts. One day of fieldwork and three 3-hour classes each week: two lectures and one lab. To deepen our understanding of Adult Rehab and promote collaboration, this class uses a Team-Based Learning method. Every student takes a weekly quiz, an Individual Readiness Assurance Test (IRAT), before immediately taking a Group Readiness Assurance Test (GRAT). These quizzes focus on collaboration. My group worked as a team, holding each other accountable and enriching our learning. This ultimately helped us hone our teamwork skills, skills we will later employ as practicing occupational therapists working within a healthcare team.

Lectures were insightful. We learned about case applications, how to write SOAP notes, and how to go about applying our knowledge on amputations, lymphedema, and durable medical equipment, and more at our Fieldwork (FW) Level I sites. I had an amazing experience at USC Verdugo Hills’ outpatient hand therapy clinic. I was able to follow my FW educator and apply the knowledge I learned in class to my time at Verdugo Hills. My FW focused mainly on patients with carpal tunnel, pain in the upper extremity, and also patients who were diagnosed with breast cancer. My FW educator was certified in lymphatic drainage and saw many patients to prevent or decrease lymphedema, typically secondary to breast cancer.

And labs. I loved labs. We had the ability to have hands-on experience on the very things we were learning in lecture. Each class focused on a different aspect within the Adult Rehab curriculum. Some of my favorites were: Standardized Patients: Bed Mobility, Wheelchair Mobility lab with Juan Angulo, and Orthotic Selection, Design, and Fabrication. Each had their own difficulties. The standardized patients helped scaffold our learning. They provided lots of feedback and provided us a safe environment to make mistakes (even though those mistakes felt traumatic at the time!), and subsequently learn from them. While the wheelchair mobility lab was fun, it was also eye-opening. From turning around a corner to propelling yourself forward up a hill, each was difficult and had its nuances. While Juan made it look easy, he made it clear that it came with time and practice.

Finally, fabricating orthotics. This might have been my favorite lab, as I have always loved hands-on crafting. I enjoyed the act of refining my orthotic, focusing on minute details in an attempt to prevent blisters or rubbing against the skin. I felt useful applying my creative side to the profession I love.

Ultimately, one key takeaway from reflecting on my time in my Adult Rehab immersion was the importance of balance. While it is important to learn about spinal cord injuries, wheelchairs, and other things of the like, it was equally important to do meaningful activities. Being completely honest, I found it difficult to find that balance. There were weeks when I felt I was swamped by Adult Rehab and struggled. However, there were other weeks I did better! I took up running and ran two 5Ks in the month of March, I had good food and yap sessions with friends, and I even went to Six Flags!

Run With All Your Heart Annual 5k hosted by Keck Medicine Students for #CuringKidsCancer

Six Flags with Az, Shanan, and Diego right after CraZanity!

In the end, I loved my time in Adult Rehab. I am forever grateful for such an amazing cohort and program. I feel like my blog post is only the tip of the iceberg in regards to what Adult Rehab truly entails. Regardless, just remember… take breaks and find balance, even in the hardest of semesters.

Ta-ta for now!

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What Kind of OT Do You Want to Be? ⟩
April 9, 2025, by Mason

Classes

Everyone goes to OT school for different reasons. Everyone has a unique and passionate dream for their future that drives them to work hard. I think one of my favorite parts about being a USC Chan Student Ambassador is hearing just that: having the opportunity to interact with prospective students and to listen to their unique dreams and goals of becoming future clinicians. No one occupational therapist is alike, and one of the coolest things about meeting a prospective OT student, current OT student, or practicing occupational therapist is that you never know what kind of OT they will be. What makes our profession so fascinating and so impactful is our ability to flexibly adapt to serve a never-ending variety of patient populations. What I love most about occupational therapy is that we never stop asking ourselves where our profession should end; instead, we ask ourselves how we can grow, how we can learn, and how we can increasingly serve those around us.

So, when facing the never-ending horizon of a holistic, flexible, and growing healthcare profession, one of the biggest challenges and fears of a current OT student is trying to figure out what kind of OT they want to be. I mean, come on, how many other professions can you name that could simultaneously teach handwriting skills to children in rural areas, rehabilitate hand injuries in an acute burn unit, support babies’ feeding skills in the NICU, develop lifestyle changes to manage chronic diabetes, train self-dressing skills to adults after a spinal cord injury, and so on, and so forth. Let’s just say, when trying to pick a specialty area…it gets complicated.

So, how do you navigate it? Well, to start, what has always helped me has been to embrace every semester, every class, every fieldwork, and every opportunity with an open mind. USC Chan’s OT program was cultivated by OTs working across dozens of unique and diverse specialties. So, rather than have students engage solely in the standards and learn in an academic program focused on just the basics, USC Chan enables students to also learn about the “why not’s”. Our 4 key practice immersions (adult physical rehabilitation, pediatrics, mental health, and geriatrics) teach students the most fundamental skills of how to be an OT across our most historic practice settings. But rather than stop just there, each semester, students take additional classes that begin to teach them to branch out beyond the basic levels of their education. These classes offer students an opportunity to see inside the window of more unique specialty areas of OT (such as preventative medicine, acute care, and non-traditional mental health), and importantly, give them the ability, if they choose, to take hold of their education and explore more niche topics further.

As students enter the second semester of their second year in the program, they gain the opportunity to take elective classes through the division. These classes are often taught by adjunct specialists and experts in their fields and allow students to experiment with new speciality areas they may be interested in. This semester, I had the opportunity to take an elective class that explores the role of occupational therapy in comprehensive adult neuro-rehabilitation, which involves working with patients experiencing spinal cord injuries, stroke, and traumatic brain injuries. I took the class because throughout the program, I had begun to have a real interest in these patient populations and wanted to explore the role of OT in supporting them.

Choosing what kind of OT you want to be is no easy task, and I would bet that even after finishing OT school, many new graduates still aren’t completely sure. But I would argue that when looking across OT programs, make sure to find a program that supports your curiosities and gives you the opportunities to explore them. I think finding learning opportunities after college can be a bit more challenging, so make sure to soak up all the knowledge and information while you can!

That’s all for now, and Fight On!

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Pursuing a Sensory Integration Graduate Certificate: My Journey So Far ⟩
March 5, 2025, by Tanya

Classes Fieldwork International School/Life Balance

Sensory Integration (SI) has been an area where I’ve always wanted to delve further and bridge my understanding of its theory and practice. While I was confident in addressing factors (e.g., fine and gross motor challenges) that impacted occupational performance in children, I could not ignore the strong association between sensory integration and occupational therapy, especially in pediatric settings. Like many occupational therapists, my knowledge of pediatrics was built through formal education, journal articles, continuing education courses, and hands-on experience.

This led me to question: Am I truly practicing Sensory Integration? Am I offering the right treatment?

And that’s what led me to USC, the birthplace of Sensory Integration theory. USC offers a Sensory Processing/Sensory Integration Graduate Certificate, that can be taken as part of both the Post-Professional Master’s of Occupational Therapy (PP-MA) and Post-Professional Doctorate of Occupational Therapy (PP-OTD) programs. The program spans over the Fall and Spring semesters, being a cumulative learning experience that includes in-person and online lessons, assignments, exams, case discussions, and hands-on clinical work with your own portfolio of clients.

Now, as I navigate the clinical aspect of this course, I would say that this has been a huge learning experience. There have been challenges, surprises, and plenty of moments where I had to pause and rethink everything I thought I knew. Here are some key lessons I’ve learned along the way:

1. Unlearning and relearning
Did you know that sensory strategies and Sensory Integration (SI) are not the same thing? This was a huge realization for me, and I had to relearn and understand the implications of SI, exploring the sensory systems in a much deeper way. It can be easy to interchange key concepts, and as such, revisiting the foundations of SI has been essential in strengthening my clinical reasoning.

2. Expanding my toolbox
I learned about new concepts surrounding praxis, motor planning in relation to sensory systems, and the impact it has on occupational performance. I also had the opportunity to learn and practice new assessments like the SOSI-M and COP-R on my peers, all under the supervision of our professor. Getting hands-on experience with these tools has made such a difference in my confidence and understanding!

3. Rolling with the unexpected — being flexible
One of the biggest lessons I’ve learned? Things do not always go as planned. Sometimes, you do not get placed at your preferred clinical site. At times, the treatment plans go completely off track. Other times, your caseload and schedule shifts, requiring you to adjust your travel plans. Speaking of travel, I have truly learned to embrace what people have warned me about the LA traffic — almost 1.5 – 2 hours is spent commuting home each time I go to the clinic. I have also woken up extra early to carpool with my peers so they could see their caseload and we could save on transport costs. Staying open-minded and adaptable has been key to making things work.

4. Managing energy, not just time
Balancing clinic and coursework in the Spring semester has been an adjustment, especially coming from Singapore, where long commutes were not part of my daily routine. I quickly realized that time management is not just about fitting everything in — it is about knowing when I will have the energy to do it. Instead of leaving work for the end of the day when I am exhausted, I use small pockets of time between classes or while waiting for my peers to finish at the clinic. A little planning goes a long way!

5. Finding confidence in not knowing
SI is complex; assessing and providing intervention does not come with a straightforward or clear answer. I am still learning to be comfortable with not always knowing the ‘right’ responses. Sharing my thoughts with my clinical mentor and professors can feel intimidating — what if I sound ridiculous? However, I am learning that the best way to grow as a clinician is to ask questions, share my clinical reasoning, reflect on the treatment, and even being wrong is part of the learning process.

6. Learning is better together
One of the best parts of this experience has been learning alongside my peers. Whether we are brainstorming intervention ideas, analysing cases, or simply processing our experiences together, having different perspectives has made learning so much more meaningful. At the clinic site that I am at, I also get to interact with E-OTD and PP-OTD students, which has added another layer to our growth. We are all figuring things out together, and that has been incredibly reassuring.

Pursuing the SI graduate certificate has been a journey that has been filled with challenges, unexpected twists, and plenty of “aha” moments. It has pushed me to rethink what I know, step outside my comfort zone, and embrace both the uncertainty and growth that come with learning. Some days feel overwhelming, and I would be lying if I said it has been a breeze. Be open, lean on your peers (they are such a great support system), ask questions — even the ones you think sound silly — and trust that every challenge is shaping you into a better clinician. Growth does not happen in perfect, predictable steps; it happens in the messy, uncertain, and in-between moments. So, take it one day at a time, and enjoy the journey!

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What I Learned in a Week as a Medical Volunteer in Panama ⟩
December 13, 2024, by Guest Author

Classes Community Diversity Getting Involved International

By Carly Martinez OTR/L, USC Chan Post-Professional OTD student

When you read the name of the country Panama, what comes to mind? If you’re anything like me until about a month ago, your knowledge consists solely of the famed Panama Canal. After spending 8 days there as a medical volunteer, I won’t pretend to be an expert, but I can give you a brief glimpse into my journey. 

During the first semester of my post-professional OTD, I decided I would take what I thought would be my final elective, MEDS 577, Global Palliative Care with Dr. Ben LaBrot. It felt significant for me as a practitioner because I had learned a little bit about hospice and palliative care through my master’s program at USC, and knew that occupational therapy (OT) had a role to play in that area. At the same time, it still felt like we had only skimmed the surface. Through that course, I learned a lot about autonomy and dignity, values my professional OT education had espoused, however, this was a deeper dive into this particular context.

A few weeks into the course, Dr. LaBrot shared that he would have to record class since he would be in Panama. After class the following week, some students stayed after class to ask the professor about another course he taught. While unintentionally eavesdropping, I learned that he was the founder of a medical volunteering organization, Floating Doctors, based out of Panama. Excited at the possibility of going abroad again as part of my OT education, I asked if his program accepted occupational therapists. He was enthusiastic about my participation and clearly an ally of occupational therapy through what he shared in the curriculum. It would count as my final elective, and I could get credit for volunteering through MEDS 554.

Months later, I would find myself in a rainforest, translating for a classmate who graduated from medical school in Indonesia, learning how best to explain things to individuals who grew up in a completely different context than myself. Floating Doctors works with the members of the Ngäbe, an indigenous population in the Bocas Del Toro province of Panama. This region is designated as part of the Ngäbe-Buglé comarca, an officially recognized province that is part of how the nation is divided, similar to statehood, which allows for self-governance among the indigenous population. To get there, I flew from LAX to Panama City, then travelled to a second, smaller airport in Panama City to fly to Bocas del Toro, an island in the northern archipelago region of the country.

During clinic, we slept outdoors in the rancho where we provided services in hammocks strung from metal beams and bathed in the river, as do the community members. However, I will say that it was not the most rugged camping experience of my life. We had indoor plumbing, could purchase wifi from a nearby home, and had meals cooked for us by local women. Patients brought goods to sell, like the best chicken empanadas I’ve ever tasted, sizable chicken tamales wrapped in banana leaves, and artisanal breads. Some families told me they walked for a day through the mountainous terrain to be seen by the doctors. Did I mention that the weather hovered around 90 degrees and 100% humidity? The patients came well-dressed, with women in nice dresses and men in polos and jeans. I got the feeling they were dressed up to see us, but also because they would be seen by many other people who were also attending the clinic.

Visitors to the clinic generally fall into two categories: fast lane or chronic. Fast lane is for new or relatively simple cases, such as needing paracetamol to manage fever, albendazole for concerns about parasites, or birth control injections. Chronic patients are seen every three months, as the team returns to each site regularly, cycling through the 28 sites they service. Though the providers change, there is still consistent care for diabetes, hypertension, and asthma, to name a few of the more common conditions. Patients can have their names put on a list for a doctor who comes by to perform cataract surgery as part of another program. Referrals can also be given in cases where a patient requires more or specialist care, such as the case of a 6-year-old girl who seemed to be struggling in school, based on her mother’s description. Though I did an informal writing assessment, she would need more testing to determine if she was reaching developmental milestones, something the organization is not equipped to offer at this time.

To be seen by specialist medical providers, they would need to go to a major town nearby. Although this community had a medical clinic nearby, the resources there were limited. Travel to David, a town with more medical resources, would require a bus ticket and potentially a stay in the city, a prohibitively expensive expenditure for some of the patients. Boquete is closer, though it is not as well-resourced and still requires a bus ticket to get through the mountains on rocky dirt roads, which do not have lights, limiting travel for safety reasons.

This trip felt challenging to my professional identity. As a new practitioner, I worry about the role OT can play in different contexts. The lead medical provider for the week was not familiar with OT, or Ergotherapy as it is often referred to in Europe. He told me that this does not exist in his home country of Russia. The World Federation of OT only credentialed the University of Panama’s OT program last year, in 2023. I wondered about the relevance of the profession to people whose activities of daily living (ADLs) likely consist of more life-sustaining occupations than mine do, such as gathering water or washing clothes by smacking them against rocks in the river, in addition to household management tasks like washing dishes and cleaning the house.

I could see the applications of OT for those who worked cutting bananas, as they suffer from repetitive motion injuries, for children in school, and likely, for individuals with mental health concerns, if I were to speculate. However, I also acknowledge that I don’t really know much about their everyday lives because I didn’t have the opportunity to get to know them in the ways that would be necessary for an OT evaluation. I longed to know more about what an average day is like, as this would allow me to begin imagining what role occupational science (OS) could play in trying to understand what life is like for the Ngäbe. If OS has taught me anything, it is that I am not an expert on the culture of the Ngäbe. In order to work with a population in a way that garners buy-in, one has to try to understand the values to support what is important to their patients.

All of this is not to paint a picture of an area with fewer resources; after all, there are rural areas of the US with limited access to hospitals or routine medical care. Instead, I hope that Panama provides opportunities for OT and OS to continue to develop in multiple contexts, ranging from the traditional academic experiences OT graduates may have in the larger metropolitan areas, to the volunteer OT services with Floating Doctors, as well as others yet to come.

For my final occupational therapy doctorate (OTD) project, I created a set of OT practice guidelines or a white paper, in support of the development of OT services for Floating Doctors. The hope is that this will allow for the expansion of OT services within the organization, encouraging more OT volunteers to attend, and familiarize the individual medical providers with the scope and potential interventions OT can provide. It will also be part of the information Floating Doctors provides the Panamanian government to continue its services there.

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