Because the FIT program attained a higher discharge FIM level with a shorter length of stay, the FIT program was concluded to be an efficient and effective method of stroke rehabilitation.

Abstract.[Purpose] The objective of this study was to clarify the relationship between the results of the Objective Structured Clinical Examination (OSCE) and academic and clinical training achievements, which may be significant in terms of the establishment of standards for the evaluation of therapists' clinical performance.[Subjects] The study surveyed 46 physical and 43 occupational therapists who enrolled at our university in April 2007 and graduated from it in March 2011.[Methods] The OSCE results and academic and clinical training achievements were scored to examine the relationship between them by calculating Spearman's rank correlation coefficients.[Results] A significant correlation was observed between academic achievements and between clinical training achievements, while the correlation between the OSCE results was shown to be high or low. The correlation between the OSCE results and academic achievements was significant until the third grade (OSCE Level 2) and non-significant in the fourth grade (OSCE Level 3) requiring application. The correlation between the OSCE results and clinical training achievements showed a tendency to be low. [Conclusion] These results suggest the necessity of reconsidering the adoption of an OSCE system focusing on consistency between the contents of clinical training and academic education.

Abstract. [Purpose] This study investigated the progress of standardization of "clinical competencies evaluation with definition" in the education of physical therapists and occupational therapists by searching for relevancies between performance in Objective Structured Clinical Examination (OSCE), university and practical training.[Subjects and Methods] Subjects were 227 students who graduated between 2007 and 2009, and 174 students who graduated between 2010 and 2011. For data analyses, comparisons among different timings of practical training as well as between before and after reform of the OSCE compliant education system were performed. In addition, relationships among different timings of practical training with performance were also examined.[Results] Because of reform of OSCE compliant education system, performance in practical training (attitude, skills, knowledge) generally improved. Moreover, relationships between the performances in OSCEs and practical training became higher each year. [Conclusion] We would like to promote standardization of the clinical techniques for postgraduate education aiming to further extend the OSCE compliant education system.

[Purpose] The difficulty levels of level-2 OSCE (examination and measurement skills) items were examined, with a view to providing reference data for the determination of students’ skills. [Subjects] A total of 284 graduates of physical (PT) and occupational (OT) therapy classes of 2011 (59 and 40), 2012 (46 and 36), and 2013 (61 and 42, respectively) were studied, with PT or OT faculty members as OSCE examiners and a simulated patient. [Methods] Scores for 11 level-2 OSCE items were compared between before and after clinical training. [Results] Scores markedly increased after clinical training. On comparison among the items, scores for sensory examination were the highest, and those for interviews were the lowest. [Conclusion] The results of this study indicate the necessity of considering an appropriate combination of different difficulty levels when adopting OSCE-based educational approaches.

[Purpose] A major issue in physical/occupational therapist education is the improvement of students' clinical techniques. In this study, we introduced an education system using an Objective Structured Clinical Examination (OSCE), and made an attempt at standardization of its evaluation. [Subjects] The subjects were 227 students in the classes of 2008 to 2010 who enrolled at our university between 2004 and 2006, before the introduction of the education system using OSCE, and 221 students in the classes of 2011 to 2013 who enrolled between 2007 and 2009, after the introduction. [Methods] Performances in attitude and skills (performance in clinical training and OSCE) were compared between before and after the introduction of OSCE. OSCE results were compared between before and after clinical trainings at each OSCE Level; and the correlation of between performances in clinical training and OSCE was examined. [Results] Performances in OSCE and clinical training (attitude, skills) were improved by the introduction of the education system using OSCE, but no significant correlation was observed in the relationship between performances in OSCE and clinical training. [Conclusion] Further studies should be conducted aiming at the standardization of clinical skill evaluation in postgraduate education to establish an education system using OSCE.