1. Progress and self-assessment in
clinical practice in Occupational
Therapy education in Japan
Chihiro Sasaki （ OTR ）１）
， Keiko Satomura
（ OTR ）２）
， Kaoru Inoue （ OTR ） ２）
， Noboru
Ohshima （ OTR ）２）
１） Tokyo college of welfare ，
Department of occupational therapy
２） Graduate School of Human Sciences,Tokyo
Metropolitan University

2. Introduction
 The knowledge standard can keep a
constant standard by passing it by a
national examination.
Result of the clinical practice the
technical standard is at school, and to
perform just becomes the standard after
the qualification(cf.Table1,2).
I think that it is necessary to consider
an education method to keep a fixed
technical standard by a current clinical
practice system.

3. Table 1 Basics Information of
Occupational Therapist in Japan
2009 ． 04 data.
Occupational
Therapist
Legislation 1965
National examination started 1966
Qualified people 47,759
Training schools 179
Entrance to school capacity 7,606

4. Table 2 Curriculum Summary of
Occupational Education
※ １ The ratio of Clinical practice credits to Total credits
Item comments
qualifications needed to join
Occupational school
High school graduation
Studying term More than three years
Total credits 93 units
Clinical practice credits 18 units
credits number ratio※ １ 27%

5. Purpose
 A purpose of this study is to investigate
the change of the time progress of self-
assessment that the students who were
registered as " clinical clerkship" "
clinical internship " (I abbreviate it to
clerkship and internship as follows) and
their education objects and practicing
school year (cf. Table 3).

6. Table 3 Clinical Experience Objects of
Occupational Education
※ １ To perform it in two institutions; six weeks in total
※ ２ To perform it in two institutions; fourteen weeks in total
clinical clerkship clinical internship
Grade to perform third grader fourth grader
Condition to perform
Finished a basic subject in the
occupational therapy
Finished clinical clerkship
Term to perform three weeks※ １ seven weeks※ １
Education objects
1.The acquisition of the Assessment skill
in the occupational therapy
1.The acquisition of the Approach skill
in the occupational therapy
2.The acquisition of the professional as
the careerist
2.The acquisition of the professional as
the careerist

7. Method
 I investigated 40occupational therapy
students in (2007) and 37 in (2008) who
were registered at college A of
occupational therapy schools in Tokyo.
I have carried out a questionnaire. It
included questions regarding experiences
learned from clinical practice and
description of what they got.

8. Data analysis
 The analysis method classified description contents in reference to
KJ editor. In the following, I simply explain the procedure of the
classification that took KJ editor into account.
①I open a short sentence card and I collect the near things of the
meaning and make a small group.
② I read over each small group again and can thrust "category"
expressing a meaning of the whole the small group.
③ I consider the "category" to be one piece of card and I collect
the near cards of the meaning again and make a higher small
group.
④ I continue this process till the near thing of the meaning
disappears.
⑤ I illustrate the relations of each group after I finish arranging the
whole and express a theme in a sentence while watching the
illustration.
It is necessary to perform that while arguing by a plural number
to raise the validity of "category" and a figure concerned.

9. Results （１）
Table 4 Summary of the answers by OT
student, collected rate and Investigation period
clinical clerkship clinical internship
Sex (man/woman) 19/15 18/14
Average age (age) 26±6.1 26±5.1
Collected rate (%) 85.0 86.5
Investigation date 2008.03 2008.09

10. Results （２）
 The label total number to constitute a
category was 179 pieces of " clerkship "
and " internship " 194 pieces.
 As a result of analysis, free description
and students’ comment on meanings of
clinical practice was classified in a
category of " Practice of the occupational
therapy ", "Self-knowledge ", " Form
makes of the occupational therapist ", "
Others".

11. Results （３）
 " Practice of the occupational therapy " and " Form
makes of the occupational therapist "
Along education targets, the description contents of the
student’s changed, too.
Therefore it was noticed that there is a different in the
sub categories and the description contents.(cf.Table5)
 "Self-knowledge "
there was no difference in the categories and the sub
categories by the difference of education targets.
However, there was the qualitative change of description
contents.(cf.Table6)

12. Table 5 " Practice of the Occupational Therapy " different in the
sub categories and the description contents and label number
l Practice of the Occupational Therapy
clinical clerkship
label number
(pieces)
clinical internship
label number
(pieces)
l － 2 Practice l － 2 Practice
・ Reasoning of the practice plans 7 ・ Reasoning of the practice plans 10
・ Technology of the practice 8 ・ Technology of the practice 19
・ Various practice methods 9
・ Activities 4
・ Use of self for practice 3

13. Table 6 "Self-knowledge " change in the qualitative of description
contents.
description contents clinical clerkship → clinical internship
r －１ Self-
knowledge
Know oneself →
Know the influence that one's
behavior and action give a patient
r －２ Self growth
Vision and the expanse of the
thought
→ Conquest of a concrete problem
s －３ Professional
responsibility
Responsibility as a member of
society / the careerist
→ Responsibility as the therapist

14. Discussion （１）
 " The technology of the occupational therapy "
It was understood practice with the large frames
in clerkship, but there was little understanding of
what they understood from different angles in
internship.
 "Self-knowledge "
It was limited at Know oneself level in
clerkship, but it was realized the influence that
one's behavior and action could give a patient
level understanding that changed into
management in internship.

15. Discussion （２）
 " Self growth "
It was limited in vision and expanded in terms of
thought level in clerkship, but reached the action
that the conquest of a concrete problem did in
internship.
 " Professional responsibility"
It began with general understanding called a
careerist / the member of society in clerkship and
they understood the responsibility of the
occupational therapist in internship.

16. Conclusions
 We were able to confirm that learning to clinical
practice of OT student’s about the practice of the
occupational therapy of each clinical practice
affected by the contents which met education
target.
 However, estrangement is watched in assessment
between a supervisor and the students.
 In addition, as for the change of the students
who became clear, the problem that was not
reflected stayed for the results of the clinical
practice in this study.