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Interprofessional palliative and end-of-life education: short-term and long-term outcomes – mixed-methods analysis
  1. Adir Shaulov1,
  2. Adi Finkelstein2,
  3. Inon Vashdi3,
  4. Freda DeKeyser Ganz2,4,
  5. Anna Kienski Woloski-Wruble4,
  6. Estelle Rubinstein5,
  7. Esther-Lee Marcus6,
  8. Lior Lesser7 and
  9. Dorith Shaham8
  1. 1Department of Hematology, Hadassah Medical Center and Faculty of Medicine, Hebrew University, Jerusalem, Israel
  2. 2Department of Nursing, Jerusalem College of Technology, Jerusalem, Israel
  3. 3School of Medicine, Hadassah and Hebrew University, Jerusalem, Israel
  4. 4Henrietta Szold-Hadassah–Hebrew University School of Nursing in the Faculty of Medicine, Jerusalem, Israel
  5. 5Department of Social Work, Hadassah Medical Center, Jerusalem, Israel
  6. 6Department of Geriatrics, Herzog Medical Center and Faculty of Medicine, Hebrew University of Jerusalem, Jerusalem, Israel
  7. 7Faculty of Medicine, Hebrew University of Jerusalem, Jerusalem, Israel
  8. 8Department of Radiology, Hadassah Medical Center and Faculty of Medicine, Hebrew University of Jerusalem, Jerusalem, Israel
  1. Correspondence to Dr Adir Shaulov, Department of Hematology, Hadassah Medical Center, and Faculty of Medicine, Hebrew University of Jerusalem, Jerusalem, Israel; adir{at}


Interprofessional care is integral to end-of-life (EOL) and palliative care (PC) and may be suited for EOL and PC education.

We evaluate the impact of an interprofessional EOL care curriculum on participants, during the course, on completion and 4 years later

using quantitative (questionnaires) and qualitative (open-ended questions and interviews) methods.

The course included 14 fifth and sixth-year medical students, 9 social work students and 7 nursing students enrolled in master’s degree programmes. Seventeen participants completed questionnaires 4 years later and eight participated in interviews.

On postcourse questionnaires, participants attributed high value to interprofessional education (IPE) (4.77/5±0.50 on a Likert scale). Four years later, participants reported that IPE impacted their professional (3.65/5±1.11) and personal lives (3.94/5±1.09) and found PC IPE important (4.88/5±0.33).

Conventional content analysis showed that the course enabled discussion of death and dying and provided an opportunity for a personal-emotional journey. It offered an approach to EOL care and an opportunity to experience interprofessional teamwork at the EOL resulting in behavioural change.

Interprofessional EOL education resulted in meaningful and lasting self-reported personal and professional behavioural outcomes.

  • Education and training

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  • AS and AF are joint first authors.

  • AS and AF contributed equally.

  • Contributors Conception and design: AS, AF and DS. Study implementation, acquisition and/or assembly of data: IV, AF, AS and DS. Analysis and interpretation of data: all authors. Manuscript writing: all authors. Final approval of the manuscript to be published: all authors.

  • Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

  • Competing interests None declared.

  • Provenance and peer review Not commissioned; externally peer reviewed.

  • Supplemental material This content has been supplied by the author(s). It has not been vetted by BMJ Publishing Group Limited (BMJ) and may not have been peer-reviewed. Any opinions or recommendations discussed are solely those of the author(s) and are not endorsed by BMJ. BMJ disclaims all liability and responsibility arising from any reliance placed on the content. Where the content includes any translated material, BMJ does not warrant the accuracy and reliability of the translations (including but not limited to local regulations, clinical guidelines, terminology, drug names and drug dosages), and is not responsible for any error and/or omissions arising from translation and adaptation or otherwise.