Post-polio syndrome (PPS) is the term used to describe the symptoms that may develop many years after acute paralytic poliomyelitis( APP). In the case of PPS, the symptoms and signs include progressive muscle wasting and weakness, limb pain, and/or fatigue, occurring one or more decades after maximal recovery from APP. An overuse of enlarged motor units is suspected to cause the deterioration of some nerve terminals or the loss of the motor units themselves. This could in turn induce PPS symptoms such as new muscle weakness and atrophy. Electromyography (EMG) is often a strong tool to diagnose and evaluate PPS. Some studies have shown that mild to moderate intensity muscular strengthening has a positive effect in patients affected by PPS. Rehabilitation for PPS patients should utilize a multiprofessional and multidisciplinary approach. PPS patients should be advised to avoid both inactivity and overuse of the affected muscles. Finally, patient evaluation is often required to access the need of orthoses and assistive devices.

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.