The aim of this study is qualitative evaluation based on the experiences of participating students of a two-day drama workshop-type interprofessional education program that was developed to elevate clinical skills in acute medical care.
Eleven students, from sophomores to seniors, from four departments （nursing, physical therapy, radiology and occupational therapy） worked on an acute cerebral infarction case.
They created a scenario of supporting the patient and then performed the role of their own profession and other professions. After the program, semi-structured focus group interviews were conducted with the students in which they were asked about their experiences in the program. The data was analyzed qualitatively and inductively. The results demonstrated the continuity of student learning that includes experiences which are categorized as feeling the reality of the acute phase; better comprehending the individual job demands and characteristics through roleplaying; and understanding actual teamwork through acting. Student experiences also related to other areas that included the benefits for learning about the situation of acute phase that facilitators provided from their experience; the strength, the potential and future usage of the progam; and issues with the program structure and program operation. Overall, the students achieved their learning goals by experiencing in the program the reality of acute medical care and realizing what efforts or actions constitute interprofessional cooperation.

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[in Japanese]

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［Introduction/Background］ The 2015 Stroke Treatment Guidelines strongly recommend walking exercise using lower limb orthoses from early onset, but according to physical therapists it is difficult to say whether orthoses are sufficiently utilized. This study investigated the use of lower limb orthoses at acute and rehabilitation clinics throughout Japan.
［Methods］ The main questionnaire items were: （1） number of orthoses and type of fitting: （2） orthotic assessments, frequency of conferences and role of medical staff: （3） whether someone is in charge of orthotics and availability of orthotics study sessions; （4） methods of evaluating orthoses and （5） cooperation in the field of orthotics. Simple descriptive statistics, multiple regression analysis and Chi-square were used for analysis.
［Results］ Most orthoses were shoehorn-type braces, and acute clinics had less equipment. There were few medical examinations and conferences in the acute clinics, and knowledge in orthotics was low.
［Discussion］ According to this study, the amount of orthoses is insufficient in both acute and rehabilitation clinics, and it is necessary to promote orthotic therapy by promoting orthotic assessments and conferences involving medical staff with various roles.

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The work of school-based occupational therapists has not been clearly defined in Japan. Therefore, we examined this practical challenges and recommended intervention methods identified by preceding overseas studies.
Method: We searched PubMed, MEDLINE, Scopus, and the Cochrane Library for relevant literature for the period 2005–2020, using the following search terms and formula: “Occupational therapy” and “School-based” and “Participant.” Based on the Preferred Reporting Items for Systematic reviews and Meta-Analyses Extension for Scoping Reviews（PRISMA ScR）: Checklist and Explanation, we mapped papers related to school-based occupational therapy for children with developmental disorders via a scoping review. The research questions covered, first, the challenges faced by school-based occupational therapists, with particular reference to the Japanese occupational therapist’s intervention model; second, the direct intervention model; and third, the indirect intervention model.
Results: The literature search was conducted on March 4-5, 2020, which yielded 115 research papers. After screening these papers, we identified 31 to be included in the analysis. The challenges faced by school-based occupational therapists were discussed in 15 papers, whereas the direct intervention model was covered in 3 papers and indirect intervention model was covered in one paper.
Conclusion: The results indicated the importance of cooperating with teachers and parents, generalizing occupational therapy goals, and Occupational therapy awareness. And fewer studies of intervention models, children remained unchanged in the indirect intervention model. Further verification required.

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The 2018 revision of the IEC 60601-2-54 established that X-ray equipment should provide distinct the examination protocols for three types of physiques to reduce the radiation exposure in children.
In order to establish these three physique indices, we extracted information （age, height, weight） of patients imaged between January 1st and December 31st, 2018, from their electronic medical records, and performed clustering using the k-means method.
The radiograph parts of interest were the head, chest, abdomen, hip joint, elbow joint, and knee joint, and while the three variables could be clearly separated for the chest, abdomen, elbow joint, knee joint, there was an overlap for hip joint. As only the results for chest were similar to the data from Ito et al., we propose using distinct examination protocols based on the three physique indices of 0.5 years, 4.0 years, and 8.5 years when performing X-ray equipment of paediatric patients.

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