The aim of this report was to evaluate a salt-reduction project conducted by a local government in collaboration with a supermarket, including changes in awareness of store employees during the project process. The Kamo Public Health and Welfare Center of Shizuoka Prefecture collaborated with the town of Matsuzaki, which is under its jurisdiction, and implemented the following initiatives with the cooperation of a supermarket over 6 months: installation of a wagon displaying low-sodium foods, as well as campaigns and in-store announcements promoting awareness of a low-sodium diet and sodium excretion. As part of the project evaluation, surveys were conducted to collect data on the sales volume of low-sodium foods before and after the start of the salt-reduction project, as well as with store employees and key stakeholders. The project staff consisted of 1–2 people each at the public health and welfare center and the town under its jurisdiction, and 6 at the supermarket. The mean change in sales volume of low-sodium foods for all 9 products evaluated was 107.7%, with statistically significant increases for 7 products, excluding special sales products, and 4 private-label products. Of the 51 store employees, 17 (33.3%) improved their health awareness, and key stakeholders requested further development of the initiatives. There were no effects on the stores that affected normal operations, indicating the benefits of inter-organizational collaboration, including government agencies, private companies, and community organizations.

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　The importance of utilizing information and communication technology (ICT) in the field of pharmacy education has been increasingly recognized with the rapid advancement of ICT in recent years. This study aimed to develop and introduce the virtual reality (VR) contents for pharmaceutical communication and medical skill education in pharmacy education. VR contents were created for three types of medical communications: at a pharmacy counter, at a hospital bedside, and in a patient’s home. Additionally, VR contents were developed for medical skills training, including auscultation of respiratory sound, peripheral venipuncture, and intramuscular and subcutaneous injections. These VR contents were utilized in training sessions conducted for third- to fifth-year pharmacy students, and their educational effectiveness was assessed through a questionnaire survey. The results indicated that students were able to learn in an immersive environment that closely simulates practical clinical settings, effectively aiding in the acquisition of practical knowledge and techniques. These findings suggest that VR content has been developed into a valuable educational tool in pharmacy education, offering students an engaging and realistic learning experience that enhances their preparation for clinical practice.

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