The purpose of this study was to examine the association of muscle mass and muscle strength with mobility limitation and history of falls in community-dwelling older adults. This cross-sectional study included 420 older adults (207 men, 213 women, 73.7 ± 5.2 years). The participants were classified to following four groups according to their appendicular skeletal muscle mass index (AMI) which was evaluated by bioelectric impedance analysis for skeletal muscle mass in the arms and legs and appendicular skeletal muscle strength Z-score (ASZ) which was calculated from hand-grip strength for upper extremity and peak reaction force during sit-to-stand movement for lower extremity: 1) Low AMI and Low ASZ, 2) Low AMI alone, 3) Low ASZ alone, and 4) Normal. Mobility limitation and history of falls were assessed as a self-reported questionnaire. We used a poisson regression analysis with an adjustment for age, body mass index, knee pain, and back pain. The prevalence of mobility limitation was significantly higher at Low AMI and Low ASZ (relative risk, RR = 5.09, 95% confidence interval, CI 2.08–12.46) and Low ASZ alone (RR = 4.79, 95% CI 2.01–11.39) in men and Low AMI and Low ASZ (RR = 1.70, 95% CI 1.01–2.88) in women than Normal. History of falls was significantly associated with Low ASZ alone (RR = 2.00, 95% CI 1.02–3.91) just in men. These results suggest that low muscle strength per weight rather than low muscle mass per height is an important risk factor to increase mobility limitation in both genders and falls in men.

Introduction: Physical assessment training is included in many 6-year training programs for pharmacists.
Method: To clarify the effects of this training for developing the professional abilities of pharmacists and for increasing the students’ motivation for learning, we investigated changes in students’ attitudes before and after physical assessment training by means of a questionnaire, whose free descriptions were evaluated with a text-mining approach.
Results: After training, the percentage of students who believed they needed to acquire the knowledge and skills of physical assessment increased significantly. Furthermore, the motivation for learning increased.
Discussion: We believe that physical assessment training makes students aware of the importance of the contribution of physical assessment to drug therapy and increases students’ motivation for learning.