Context: The significant and rapid growth of the aging population is one of the most important phenomena of the current century. According to the main component of the World Health Organization, the concern over aging can be operationalized through informal contributions such as social and leisure activities. Objectives: The current study mainly aimed to review the factors associated with the participation of community-dwelling older adults in activities related to leisure and social participation. Data Source: In this study, based on PRISMA guidelines, articles investigating factors associated with the participation of community-dwelling older adults in activities related to leisure and social participation and published from 2005 to 2022 in Google Scholar, PubMed, Scopus, and EMBASE databases were screened. Inclusion criteria consisted of articles having been published in peer-reviewed journals between 2005 and 2022 and reaching I, II, III, and IV AOTA levels of evidence. To complete the study, a total of 651 articles were retrieved. Finally, 29 articles were reviewed. Results: Out of 29 articles, three articles were at evidence level I, 12 were at evidence level II, one was at evidence level III, and 13 were at evidence level IV. The social participation of the elderly was discussed in all 29 articles; however, the activities related to leisure of the elderly, in addition to the social participation, was discussed in only 11 articles. Levels of education and disability were the most relevant individual factors affecting the social participation and leisure activities of elders, respectively; the social networks with families, friends, etc., on the other hand, were the most relevant environmental factors influencing both social participation and leisure activities. Conclusions: Since the levels of education and disability were the most relevant individual factors affecting the participation of the elderly in activities related to social participation and leisure, respectively, and because it was difficult to make interventions in these factors, it was suggested that occupational therapists and other geriatric specialists should make advocacy-based interventions in the social networks which was recognized as the most relevant environmental factors contributing to leisure and the social participation.

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder in which difficulty in social interaction skills and performing limited and stereotyped activities are among its symptoms. This study aims to determine the effect of Son-Rise and Floor Time programs on social interaction skills and stereotyped behaviors in children with ASD. The present study was a Clinical Trial. The participant were 60 children with ASD who were selected by convenience sampling method and randomly assigned to three groups (Son-Rise intervention, Floor-Time intervention, and control group with routine occupational therapy interventions). For data gathering, Autism Spectrum Screening Questionnaire, Gilliam Autism Rating Scale, and Autism Social Skills Profile were used, respectively. For data analysis, repeated measures and analysis of variance were used (two-way between and within- subjects). The results of data analysis showed that Son-Rise and Floor Time programs had a positive effect on social interaction skills of children with ASD, and reduced stereotyped behaviors of these children; Also, there is a significant difference between the effectiveness of Son-Rise and Floor-Time programs on social interaction skills and stereotyped behavior in the post-test, which is more effective in the Floor Time compared to Son-Rise program.

Background: Clinical education is a bridge between theory and practice. The purpose of this study was to develop strategies to promote the quality of occupational therapy fieldwork education. Methods: The qualitative content analysis was used to identify the promoting strategies of fieldwork quality in occupational therapy from students' and fieldwork educators’ perspectives during the 2019–2020 academic sessions. Participants were 12 fieldwork educators (mean age=39.33 yr, Male=5, female 7) and 14 students (mean age=23.28 yr, Male=7, female 7) in the code extraction phase and 16 fieldwork educators (12 of them were in code extraction phase too) in actions of strategies scoring phase. Results: Following the content analysis of the data, the prompting strategies categorized into 4 major categories and 10 subcategories: factors related to Fieldwork educators (Improving clinical teaching skills, Enhancing fieldwork management skills, Motivating fieldwork educators, and Fostering coordination between fieldwork educators), related to Educational Planning (Modifying clinical fieldwork planning, Revising curriculums), related to Students (Empowering students, Motivating students) and related to Fieldwork settings ( Improving the social environment, Improving physical environment ). Based on the qualitative content analysis and 3 expert panels. Finally, the 23 promoting actions were identified. Conclusion: Improving the quality of fieldwork education in occupational therapy needs a systematic collaboration between educators, students, and educational planners. Doing the promoting actions on fieldwork education process in occupational therapy may improve the quality of fieldwork education process.

Background: Today, prioritizing the spiritual well-being of medical students holds significant importance in numerous countries worldwide. An educational curriculum serves as a comprehensive written document that delineates educational objectives, content, as well as teaching and assessment methods. Objectives: This study aims to formulate and construct a curriculum for a master's degree program in spiritual health. Methods: The initial phase of this study aims to ascertain the existing state of spiritual health education programs by conducting a thorough literature review. In the subsequent phase, a focus group discussion was conducted with eight experts and scholars to deliberate on the spiritual health curriculum, utilizing Tyler's curriculum development model as a framework. Finally, the nominal group process was employed to reach a consensus among the experts, ensuring the formulation of the final draft. Results: The spiritual health education curriculum was developed following Tyler's curriculum planning framework, encompassing four distinct components. Part one outlines the goals of the spiritual health curriculum, while part two focuses on defining the content of the curriculum. Part three addresses the learning opportunities and strategies for teaching spiritual health within the curriculum. Lastly, part four involves the evaluation process to assess the effectiveness and impact of the spiritual health curriculum. Conclusions: Spiritual health education has been recommended in various references. Recognizing discipline as spiritual health has fostered the growth of spiritual concepts in the healthcare environment, bringing attention to the needs of patients.

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