ABSTRACT
How are the educational goals stated by comedical schools such as “Education in Rich Humanity” and “Personnel who can coordinate with the various fields of Medicine, Health and Welfare” reflected in their curricula? I investigated the curricula and syllabi of 178 comedical schools around the nation and attempted to determine the position of welfare education therein. Welfare education was defined as a combination of learning through practical experience and programs in human rights and social welfare. The aim of such learning was found to be education in human understanding, the ability to solve problems, the foundation of cooperative social coexistence, and the awareness of self. However, I conclude that the content of the welfare education does not help students undergo meaningful personal development. Thus, this failing should be of immediate concern to comedical educators as they consider their role in medicine for the 21st century.