Following the revision of nursing care remuneration in FY 2015, our health service facility for the elderly made improved support available based on the outcomes of rehabilitation case conferences (RCCs) we convened for users of visiting rehabilitation services. In this study, we conducted a survey to investigate the implementation status of the RCC outcomes by respondents,including service users, their family members, and healthcare professionals,at our facility and the changes observed in service users who participated in the RCCs.Survey items inquired about the basic attributes of service users, RCC topics discussed, status of participation in the RCCs by occupation,and independence in activities of daily living (ADL) of elderly disabled people.The topics covered in the RCCs were classified using the International Classification of Functioning,Disability,and Health.In total,85 of 108 people who needed nursing care (34 men, 51 women; mean age 81.4±9.4 years;mean duration of service use 16.3 months) participated in the RCCs.The majority of topics covered in the RCCs concerned ADL and environmental factors,and more than half of the respondents participated in RCCs several times.Because ADL and environmental factors were discussed most,it can be said that the RCC concerning visiting rehabilitation services for users living at home is an effective means of expanding ADL and instrumental ADL. An advantage of holding RCCs is that the users themselves can clarify the current status and future goals. Also, from the service provider perspective, multidisciplinary cooperation becomes easier and helps to further improve support for users.

Purpose: This study examines the reliability and validity of an Interprofessional Competency Assessment Scale for Undergraduates (ICASU) in the staged evaluation of an interprofessional education (IPE) program.　Participants: Participants were 355 undergraduates of Sapporo Medical University, department of nursing, occupational therapy, and physical therapy.　Data collection: We developed the interprofessional competency assessment form with 28 items, each using a 5-point Likert scale, to ask participants about their achievement and learning opportunities.　Analysis: Deleting items that showed ceiling effects in the achievement, we performed a factor analysis. Repeating the deletions till the factor loads of all items became 0.4 or higher, 16 items were selected for the ICASU. We conducted an exploratory factor analysis on achievement and learning opportunities. Using principal factor analysis and Promax rotation, we calculated the Cronbach alpha coefficient.　Results: We collected 314 (89.2%) valid responses. Factor analyses of ICASU data on achievement showed three factors: six items for ‘Basic communication skills’, four items for ‘Understanding one’s own and other occupations’, and six items for ‘Interprofessional collaboration skills’. Three similar factors were extracted on learning opportunities, showing agreement among all items except one. The α coefficients of the ICASU on the achievement and learning opportunities were 0.8 or higher.　Conclusion: The findings suggest that the ICASU is composed of three factors that indicate staged interprofessional competency in undergraduates and verify the validity of concepts and internal consistency. The usefulness of this scale in the staged evaluation of IPE needs to be explored.