Medical Care Education for Professional Training : An Examination of Practices and Reflections Focusing on Analyzing Learning -Support Curricula

This paper examines reflections on medical care education for professional training and related practices, with an analytical focus on learning-support curricula.In the context of medical care education, learning support is provided through basic training (lectures) and field training (practicals), , which covers procedures such as oral and nasal suctioning, tracheostomy suctioning, and tube feeding (nasogastric, gastrostomy, and jejunostomy).Because this medical care education establishes an educational foundation for welfare professionals to systematically acquire medical knowledge and learn safe technologies, medical safety awareness within the social welfare sector has improved rapidly.This training enables the creation of highly individualized care plans; establishes expertise that serves as a bridge between medical care and welfare, further promoting clients' participation in society; and contributes to the promotion and strengthening of communitybased comprehensive care systems.Even when ensuring there are no large gaps between lectures and practicals (e.g., basic training) and field training, and taking care to provide opportunities to welfare professionals to deepen their specialized knowledge and skills preventing social disparities, it is essential to build and promote an integrated education system, including measures to address human resource shortages and disaster response, establishing more advanced cooperation systems, and creating mechanisms for continuing education, to improve quality of life support through integrated medical care and welfare.This can serve as a basis for guaranteeing clients' rights to live fulfilling lives and participate in an inclusive society.