What do student and educator perspectives reveal about assisted dying in the UK medical curriculum? A narrative review

Introduction

Background

Assisted dying remains one of the most ethically multifaceted areas in modern-day healthcare within the United Kingdom (UK). The definition: the deliberate facilitation for a person, with a terminal or incurable illness, to end their own life to relieve suffering (1). This incorporates self-administration of medications provided by practitioners, termed assisted suicide, and euthanasia, administration by the practitioner (2). This encompasses profound ethical questions which lie at the heart of clinical practice, alongside the balance between respecting patient autonomy, the duty of doctors to relieve suffering and non-maleficence (3).

As debates surrounding legalisation intensify, most notably in the current progression of the Terminally Ill Adults (End of Life) Bill through parliament, assisted dying is encountering clinical, public and political discord (4,5). Medical students in the UK today stand on the threshold of unprecedented change, potentially becoming the first generation of newly qualified doctors expected to navigate assisted dying as a lawful aspect of medical care. This evolving context highlights the need for efficacious and nuanced undergraduate training that equips students with the ethical reasoning, legal understanding, and communication skills required to provide appropriate end-of-life care.

Legal framework: assisted dying in the UK

In the UK, assisted dying remains illegal. Under the Suicide Act, 1961, assisting or encouraging another person’s suicide is a criminal offence in England and Wales (6). Scotland and Northern Ireland enforce similar prohibitions through common law. However, as mentioned, the legal landscape of assisted dying is under review; at the time of writing, the second reading of the Terminally Ill Adults (End of Life) Bill (5) is upcoming in the House of Lords. The discussions surrounding the evolving legislation spark renewed calls for greater preparedness among doctors. As such, the potential for change accelerates the call for undergraduate medical education to engage with the topic of assisted dying more formally and explicitly.

Undergraduate medical education and assisted dying

The General Medical Council (GMC) outlines clear expectations for medical graduates in Outcomes for Graduates (7). All newly qualified resident doctors must be able to ‘recognise and manage the care of patients who are dying and those approaching the end of life’ and to understand the surrounding legal and ethical principles (7). This highlights the requirement for not only clinical competence but also professional and ethical reasoning in situations involving death and dying.

However, including teaching on the ethical principles of assisted dying within the undergraduate medical curriculum remains inconsistent and often superficial or obfuscated by other learning activities. In many medical schools, the subject is covered only briefly, often as a part of a broader ethics module, with minimal connection to the clinical practicalities. This emphasises a deficit in undergraduate medical education, alongside an apparent non-standardized and varied teaching curriculum between medical schools.

Rationale and knowledge gap

Palliative care is a core component of clinical education, and assisted dying, whether legal or illegal, can be addressed in the classroom within that context. A non-standardized curriculum potentiates the risk of doctors in training being unprepared in clinical contexts of the ethical complexities involved in providing end of life care. This risk is further exacerbated in the landscape of evolving legislature on assisted dying, further prompting a need for a review of the medical curriculum.

Early engagement with ethically difficult topics, when facilitated in a supportive, psychologically safe working environment, helps students to develop ethical confidence and moral resilience (8).

Objective

This literature review aims to examine how assisted dying is addressed within the context of UK undergraduate medical education. To do this, we seek to: analyse the extent of assisted dying in UK medical school curricula; identify barriers that limit inclusion of assisted dying in undergraduate medical education; and evaluate whether teaching surrounding assisted dying meets the ethical and legal expectations outlined by the GMC. Finally, we hope to explore how recent legislative developments in the Assisted Dying Bill, if passed, may influence future educational needs. We present this article in accordance with the Narrative Review reporting checklist (available at https://apm.amegroups.com/article/view/10.21037/apm-2025-1-138/rc).

Methods

The review was undertaken as a narrative literature review under the Standard for the Assessment of Narrative Review Articles (SANRA). Data was extracted to examine how assisted dying is addressed within palliative care teaching within the UK undergraduate medical school curricula. A search strategy (Table 1) was developed to identify relevant studies published between 2004 and November 2025. Electronic database searches of PubMed and Scopus were complemented by “snowballing”. The search terms were combined using the Boolean operators AND/OR. Specifically, synonyms for the core concepts [assisted dying, physician-assisted suicide (PAS), doctor-assisted suicide] were grouped using OR, and these groups were then combined with the context terms (palliative care, end of life care, and UK medical undergraduate education) to form the final search strings.

The inclusion criteria: (I) publications in English between 2004 and November 2025; (II) research and publications focusing on UK medical students, and curriculum in relation to end of life care ethics and/or assisted dying; (III) studies or articles examining education, attitudes or teaching approach linked to assisted dying.

The exclusion criteria: (I) studies focusing on postgraduate or continuing professional education; (II) non-UK-based studies, unless offering direct comparison or relevance.

From an initial pool of 85 identified publications, Title and abstract screening reduced this to 24 full-text papers. Following assessment against the preformed inclusion and exclusion criteria above, six publications were included (n=6). These were analysed thematically to identify key findings of attitudes, ethical education, gaps in undergraduate medical educations curriculum and implication for practice. Consensus for including all publications in this review was reached through iterative meetings with all authors, where themes and discussion of any conflicting interests was addressed. All authors were in agreement for the studies to used within this narrative review.

Findings

Integration in curriculum

The pedagogical integration of assisted dying into undergraduate medical curricula necessitates a transition from passive theoretical instruction to active, complex ethical engagement. The literature suggests that while core ethical knowledge improves over the course of a degree, the method of delivery significantly impacts the depth of student understanding.

Bell & Crawford (9) demonstrate the efficacy of a Student Selected Component (SSC) focused specifically on euthanasia and assisted suicide. Their findings indicate that a multifaceted approach, incorporating facilitated case discussions, site visits to intensive care and palliative units, and simulations, resulted in high student engagement. Notably, the use of “active learning” through debate and interactions with simulated patients allowed students to move beyond simple knowledge recall toward a synthesis of reasoned arguments.

This finding contrasts slightly with longitudinal observations (10), which monitored students across a standard 5-year curriculum. While Goldie et al. (10) observed a shift toward more sophisticated reasoning based on professional consensus, they noted that students’ recognition of values remained largely static. This comparison suggests that while standard curricular progression effectively conveys professional consensus and legal frameworks, dedicated, immersive modules like those described by Bell & Crawford (9) may be required to challenge and potentially reshape deeply held personal views on end-of-life ethics. Furthermore, it is argued that current curricular limitations are exacerbated by a lack of funding for evidence-based communication skills programs, which are essential for practitioners discussing any end-of-life plans (11).

Within the adoption of ethical frameworks, Fontalis et al. (12) argue that a curriculum must contrast Mill’s simple expression of choice, “individualistic autonomy”, with a more robust Kantian “principled autonomy”, that is, a choice guided by practical reason and obligation. This distinction frames the debate not as a simple matter of patient rights, but as a complex ethical deliberation. Compounding this, they highlight that “cultural opposition” and the formal contrary positions of professional bodies constitute a powerful “hidden curriculum”. This “hidden curriculum”, which socialises students into a default oppositional stance, is reinforced by findings of strong opposition to assisted dying among medical practitioners, particularly palliative care specialists (13).

Fragmented legal and policy discussions

The educational challenge is compounded by the volatile and often fragmented nature of the legal landscape regarding assisted dying in the United Kingdom. The precarious nature of legislative change has been highlighted, with the private member’s bill process described as essentially a “lottery” (11). This uncertainty creates a difficult environment for educators who must teach current law while preparing students for potential future statutory changes.

McCartney (11) further critiques the scarcity of robust research regarding stakeholder opinions, which limits the evidence base available for academic scrutiny within the curriculum. Despite this external ambiguity, students appear to develop a pragmatic understanding of current legal boundaries during their training. As students progressed from year 1 to year 5, their written justifications increasingly incorporated legal implications, moving from emotive arguments to those citing court orders and the distinction between killing and letting die (10).

Similarly, Pomfret et al. (14) observed that students maintained a clear distinction between the legally sanctioned withdrawal of ventilation and the illegal administration of lethal substances. Their data indicates that students align their ethical reasoning with the doctrine of double effect, finding moral justification in actions where the primary intent is not to kill, even if the outcome is death. This suggests that while the high-level political debate described by McCartney (11) remains unsettled, medical education can successfully instil a working knowledge of the current dichotomy between lawful non-escalation of treatment and unlawful assisted dying.

Medical student attitudes

The analysis of medical student attitudes reveals a complex interplay between professional socialization, demographic factors, and educational exposure. Pomfret et al. (14) provide a detailed cross-sectional analysis indicating that overall student sentiment is opposed to acts that hasten death, with significant variance based on religious background. Their study found that Muslim students were significantly more likely to oppose assisted dying compared to their peers, a finding that held true even when controlling for other variables.

Conversely, Pomfret et al. (14) also noted that older students, graduates, and those in their final year showed a slight increase in agreement with hastening death, suggesting that maturity or clinical exposure might moderate absolute opposition. However, this finding of increased support among senior students contradicts the trajectory observed within a specialized module (9). In that SSC context, it was reported that students frequently shifted from a supportive stance toward a more cautious or opposed position regarding voluntary active euthanasia (VAE) and PAS after engaging with the material (9). Students cited the complexity of regulating access and the potential erosion of trust in the medical profession as reasons for this shift.

Goldie et al. (10) offer a third perspective, suggesting that where professional consensus is lacking, students revert to personal values and morality. Their longitudinal data showed that while reasoning became more sophisticated, the underlying ethical positions remained relatively stable for many students. Collectively, these studies suggest that while religious and cultural background sets a baseline for student attitudes (14), deep educational engagement can disrupt simplistic supportive views by highlighting systemic risks (9), even if core values remain resistant to change (10).

This attitudinal complexity is not confined to ethical abstraction. It has also been suggested that assisted dying is not merely an ethical dilemma to be debated, but a powerful disincentive to entering general practice, as service provision will likely fall upon general practitioners (15). The author posits that student attitudes are not formed in an ethical vacuum but are deeply intertwined with perceptions of workforce stress, burnout, and the fundamental identity of a healer (“comfort always”). This potential new duty, therefore, may be perceived by students as an intolerable emotional and professional burden.

Holistic clinical care

The literature emphasizes that the debate around assisted dying cannot be extricated from the broader context of holistic end-of-life care. The focus on the mechanics of legislation, it is posited, must not obscure the need for investment in communication skills regarding all types of end-of-life plans (11). The ability to navigate these sensitive conversations is a critical clinical competency. Bell & Crawford (9) reinforce this by highlighting the profound impact of clinical visits on students. Their participants reported that interactions with palliative care teams and chaplains, as well as exposure to real patients in intensive care units (ICUs), were vital in grounding abstract ethical debates in clinical reality. These experiences shifted the focus from theoretical autonomy to the practicalities of suffering and dignity.

It was similarly identified that student reasoning often centered on the tension between the duty to preserve life and the duty to relieve suffering (10). Students in this qualitative analysis explicitly grappled with the recognition that holistic care sometimes necessitates acknowledging a degraded quality of life. However, the distinction between palliative care and active intervention remains critical; as Pomfret et al. (14) note, student support was highest for withdrawing futile treatment, a standard part of palliative care, and lowest for active interventions.

This tension is framed by Fontalis et al. (12) as a potential conflict within the doctor-patient relationship, where rigid interpretations of non-maleficence may clash with the beneficence of relieving intractable suffering. This theoretical conflict is navigated somewhat in practice; many doctors who oppose legalisation nonetheless accept that “treatment and nontreatment decisions may shorten life” (13). This common acceptance demonstrates a critical pedagogical challenge: curricula must enable students to decouple the concept of active assisted dying from the established, ethical, and legal practice of palliative non-escalation and symptom control. The urgency of this task is underscored by Fontalis et al. (12), who identify this as a definitive educational failure, concluding that “most clinicians remain untrained in such decision-making”.

Discussion

This review demonstrates the fragmented and inconsistent manner in which assisted dying is addressed in UK undergraduate medical education, despite the GMC Outcomes for Graduates stating that students must be able to ‘recognise and manage the care of patients who are dying and those approaching end of life, including symptom management’ (7). Within this still, there is no explicit reference to assisted dying, despite its discourse within parliament. This review suggests some UK institutions confine the discussions around assisted dying to occasional integrated activities and workshops rather than to formalised, synthetic case-based discussions during clinical years, which include end-of-life care. This falls short in preparing medical students for evolving legislation and therefore a practical dimension of healthcare within the National Health Service (NHS).

Beyond themes, our most notable observation was the dearth of UK studies related specifically to assisted dying in medical education. This likely reflects the paucity of its inclusion within existing curricula. In fact, within a previous survey of palliative care teaching amongst UK medical schools, euthanasia was found to be less ubiquitously taught in 2013 than in 2000, conversely implying a decline in relevance (16). In the few studies that referenced inclusion, it remained unclear to what extent assisted dying was implemented.

The literature demonstrates that medical students’ ethical reasoning around assisted dying evolves as their training progresses, and that it is influenced by their personal, cultural and ethical beliefs (10,14). Where teaching has been provided, it helps to incorporate these beliefs and influences. Students report that these opportunities help to clarify their thinking on assisted dying (9). Though it is reported that some uncertainty still persists, this suggests that exposure to assisted dying and workshops incorporating assisted dying on their own are insufficient. This demonstrates the need for further integration surrounding assisted dying throughout medical training. In addition, a standardized and systematic approach in line with professional standards should be used in incorporating this training.

UK students receive little structured teaching on legal aspects such as assisted dying, despite the potential legislative reform. It is likely that their supervisors’ professional views and public opinion diverge from one another, raising the possibility that medical students entering practice may feel torn between patient expectations, evolving laws and established professional practice. Without curricular reform, medical students may face the risk of being left unprepared to navigate such complexities. This review highlights the ambiguity surrounding official guidelines surrounding provision of end-of-life care. Such guidelines, notwithstanding the added complexities of evolving assisted-dying legislation, remain central to medical education and provision of standardized patient care, thus their ambiguity impedes progress in both areas.

Future implications for UK medical education

UK medical schools, therefore, have an educational responsibility to integrate assisted dying into their curricula. This would not constitute advocacy either for or against the bill but greater recognition of its legal, ethical and potential clinical significance. Such an approach would still align with the GMC requirements for ethical competence and further prepare new doctors for broader public health issues that present themselves within the NHS and beyond.

A standardised evidence-based undergraduate medical education framework may likely include:

• Case-based discussions that integrate patient autonomy and professional duties around assisted dying.
• Workshops and debates, completed in a psychologically safe environment, allowing students to articulate and reflect on their and their peers’ emotions, values and beliefs.
• Sessions regarding ethics and law explicitly addressing assisted dying with end-of-life care
• Assessment components evaluating legal knowledge, communication skills and ethical reasoning, with the potential to incorporate an assisted dying station into OSCEs.

These interventions could serve to bridge the gap and help undergraduate medical students feel more confident to face this complex ethical dilemma in clinical practice. One hurdle, however, may constitute how this is facilitated and by whom.

Integrating assisted dying into undergraduate palliative care curricula may be contentious since there has been evidence of opposition within the specialty. A 2022 survey of Scottish Palliative Medicine physicians conducted by the Association for Palliative Medicine (APM) demonstrated 74% of respondents (n=58) were unwilling to participate in any aspect of assisted dying, with 98% respondents opposing its inclusion in mainstream healthcare (17). In a 2022 British Medical Association (BMA) survey of palliative medicine doctors, 76% of palliative care doctors (n=604) stated they would not be willing to prescribe life-ending medication even if assisted dying were legalised (18). Collectively, this may foreseeably lead to professional resistance in teaching. Interestingly, in the same BMA survey 62%, of medical students (n=2,629) support permitting doctors to prescribe drugs for self-administration to end life.

Comparisons with international approaches

The UK is not the first nation to face these educational challenges. The Netherlands and Canada, amongst others, have already done so.

Assisted dying in the Netherlands has been legal since 2002. Medical schools in the Netherlands incorporate explicit teaching on euthanasia with a specific focus on ethical frameworks and clinical protocols alongside the legal safeguards that are in place in medical practice (19). This allows students to engage in structured reflection on autonomy in end-of-life care. Studies have demonstrated that this approach normalises discussions and ensures students feel supported in this difficult ethical dilemma both clinically but also the law and its application (20). Even here, where assisted dying has been legalised for a comparatively long time, medical students note the importance of learning communication skills training and practical implications (21).

In Canada, Medical Assistance in Dying (MAiD) was legalised in 2016. Thus, Canada medical schools have embedded this legislation into their ethics and palliative care training throughout all years of the medical curriculum. Notably, they began to do so prior to its legalisation. Structured teaching emphasises communication skills, physician conscientious objection and patient rights (22). Despite their forethought, a uniform standardised teaching approach prior to legislative change was lacking. Teaching content and quality have changed, likely due to the incidence of encountered clinical scenarios at any time. A survey of one Canadian medical school in 2017 showed that 91% (n=405) still wanted more medicolegal training (23). Since then, Canada has recently integrated a nationally accredited continued professional development course to aid education (24). However, this pertains to postgraduate curricula. Together, this stresses the need for a strong emphasis on legal training and conscientious objection for UK undergraduates.

Notably, in Canada, conscientious objection to participate in MAiD is legally recognised, but clinicians must sill facilitate referral or information about other providers who will participate in MaiD, balancing patients’ legal entitlement to care and clinician conscience (25). In the UK no proposal has yet been discussed that mandates referrals to other clinicians for conscientious objectors in assisted dying. However, there are existing UK conscientious objection frameworks relating to abortion. Should assisted dying legalisation be introduced in the UK, it is plausible that a similar model of voluntary objection could be adopted and education should reflect this.

In recognition of the growing trend of countries towards the legalisation of assisted-dying, the European Association of Palliative Care include specific learning outcomes as part of their recommendations for undergraduate curricula (26). These include the “Distinction between accepted Palliative Care practice and euthanasia” and “Ethical and legal differentiation in the national and international context” including “Euthanasia and physician assisted suicide”. Moreso in their seminal white paper published in 2015 expert consensus specifically highlights that “If euthanasia or physician-assisted suicide is legalized in any society, there should be special attention to avoid the underdevelopment or devaluation of palliative care” (27).

Based upon these recommendations the ERASMUS programme has developed Edupall, an online curriculum to improve the dissemination of palliative care across Europe. However, no UK medical school appears to have mandatorily adopted this yet (28).

These examples highlight that setting aside structured sessions on assisted dying leads to professional preparedness. The UK medical school currently have the advantage of being able to anticipate such needs and to learn from our international colleagues of how to create teaching sessions that allow curiosity, discussion and focus of preparedness towards incorporating assisted dying into clinical practice.

Limitations of the literature

The included studies are limited by small sample sizes and a large reliance on self-reported attitudes. Most interventions discussed above are isolated case-studies or evaluations of a study rather than longitudinal systematic review of medical school curriculums in the UK. Moreso, most studies make small reference to our themes. This underlines the urgent need not only for curriculum change but more robust evidence exploring how best to integrate assisted dying into undergraduate medical school curriculum in the UK.

Conclusions

Assisted dying is among the most ethically complex matters in modern medicine. This literature review highlights the critical issue of the deficiency of a standardised integrated approach to assisted dying within the UK medical education system. At present the curriculum is inconsistent, superficial and fragmented. Furthermore, evidence surrounding educational implementation is lacking. Therefore, medical schools currently have an opportunity to anticipate rather than react to any legal change that may come with assisted dying. This is critical to supporting our future workforce and allowing them to engage professionally, critically but also compassionately with a morally, legally and procedurally challenging issue.

Acknowledgments

None.

Footnote

Reporting Checklist: The authors have completed the Narrative Review reporting checklist. Available at https://apm.amegroups.com/article/view/10.21037/apm-2025-1-138/rc

Peer Review File: Available at https://apm.amegroups.com/article/view/10.21037/apm-2025-1-138/prf

Funding: None.

Conflicts of Interest: All authors have completed the ICMJE uniform disclosure form (available at https://apm.amegroups.com/article/view/10.21037/apm-2025-1-138/coif). The authors have no conflicts of interest to declare.

Ethical Statement: The authors are accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.

Open Access Statement: This is an Open Access article distributed in accordance with the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International License (CC BY-NC-ND 4.0), which permits the non-commercial replication and distribution of the article with the strict proviso that no changes or edits are made and the original work is properly cited (including links to both the formal publication through the relevant DOI and the license). See: https://creativecommons.org/licenses/by-nc-nd/4.0/.

References

1. Blaakman S. Euthanasia legislation in the EU. Brussels: European Parliamentary Research Service; 2025. Available online: https://www.europarl.europa.eu/RegData/etudes/BRIE/2025/775914/EPRS_BRI(2025)775914_EN.pdf
2. Sillitti P, Meier C, Blanc S, et al. A public health perspective on assisted dying and its different modalities. Lancet Public Health 2025;10:e1001-5. [Crossref] [PubMed]
3. Byrnes E, Ross AI, Murphy M. A Systematic Review of Barriers and Facilitators to Implementing Assisted Dying: A Qualitative Evidence Synthesis of Professionals' Perspectives. Omega (Westport) 2025;90:1137-76. [Crossref] [PubMed]
4. Rosenberg RM. Moral and practical consideration in the debate on physician-assisted suicide: the Terminally Ill Adults (End of Life) Bill in England. Bioethics Today. 30th December 2024. Available online: https://bioethicstoday.org/blog/moral-and-practical-considerations-in-the-debate-on-physician-assisted-suicide-the-terminally-ill-adults-end-of-life-bill-in-the-uk/
5. UK Parliament, House of Lords. Terminally Ill Adults (End of Life) Bill [HL Bill 112]. 2025. Available online: https://bills.parliament.uk/bills/3774 [cited 2025 Oct 26].
6. Crown Prosecution Service (CPS). Suicide Act 1961 – Section 2: Encouraging or Assisting Suicide. London: CPS; 2024. Available online: https://www.cps.gov.uk/
7. General Medical Council. Outcomes for Graduates. London: GMC; 2024. Available online: https://www.gmc-uk.org/education/standards-guidance-and-curricula/standards-and-outcomes/outcomes-for-graduates
8. Whitehead C, Kuper A, Webster F. The conceit of curriculum. Med Educ 2012;46:534-6. [Crossref] [PubMed]
9. Bell D, Crawford V. "Murder or mercy?" An innovative module helping UK medical students to articulate their own ethical viewpoints regarding end-of-life decisions. South Med J 2011;104:676-81. [Crossref] [PubMed]
10. Goldie J, Schwartz L, Morrison J. Students' attitudes and potential behaviour to a competent patient's request for withdrawal of treatment as they pass through a modern medical curriculum. J Med Ethics 2004;30:371-6. [Crossref] [PubMed]
11. McCartney M. Using a private member's bill to legislate on assisted dying lacks the necessary preparation for an informed debate. BMJ 2025;388:r246. [Crossref] [PubMed]
12. Fontalis A, Prousali E, Kulkarni K. Euthanasia and assisted dying: what is the current position and what are the key arguments informing the debate? J R Soc Med 2018;111:407-13. [Crossref] [PubMed]
13. Seale C. Legalisation of euthanasia or physician-assisted suicide: survey of doctors' attitudes. Palliat Med 2009;23:205-12. [Crossref] [PubMed]
14. Pomfret S, Mufti S, Seale C. Medical students and end-of-life decisions: the influence of religion. Future Healthc J 2018;5:25-9. [Crossref] [PubMed]
15. Lamb L. Crossing the Rubicon: assisted dying in general practice. Br J Gen Pract 2025;75:78-9. [Crossref] [PubMed]
16. Dickinson GE, Paul ES. End-of-Life Issues in UK Medical Schools. Am J Hosp Palliat Care 2015;32:634-40. [Crossref] [PubMed]
17. Association for Palliative Medicine. Proposed Assisted Dying for Terminally Ill Adults (Scotland) Bill: Potential Impact on Palliative Care Services. 2022. Available online: https://apmonline.org/wp-content/uploads/APM-Survey-of-AD-Impact-on-PC-FINAL.pdf
18. British Medical Association. BMA survey on physician-assisted dying: research report. London: Kantar Public Division; 2020. Available online: https://www.bma.org.uk/media/3367/bma-physician-assisted-dying-survey-report-oct-2020.pdf
19. Bolt EE, Snijdewind MC, Willems DL, et al. Can physicians conceive of performing euthanasia in case of psychiatric disease, dementia or being tired of living? J Med Ethics 2015;41:592-8. [Crossref] [PubMed]
20. Willmott L, Feeney R, Yates P AM, et al. A cross-sectional study of the first two years of mandatory training for doctors participating in voluntary assisted dying. Palliat Support Care 2024;22:674-80. [Crossref] [PubMed]
21. Hesselink BA, Pasman HR, van der Wal G, et al. Education on end-of-life care in the medical curriculum: students' opinions and knowledge. J Palliat Med 2010;13:381-7. [Crossref] [PubMed]
22. Wiebe E, Green S, Wiebe K. Medical assistance in dying (MAiD) in Canada: practical aspects for healthcare teams. Ann Palliat Med 2021;10:3586-93. [Crossref] [PubMed]
23. Bator EX, Philpott B, Costa AP. This moral coil: a cross-sectional survey of Canadian medical student attitudes toward medical assistance in dying. BMC Med Ethics 2017;18:58. [Crossref] [PubMed]
24. Shapiro GK, Hunt K, Braund H, et al. Development of a Canadian Medical Assistance in Dying Curriculum for Healthcare Providers. J Med Educ Curric Dev 2024;11:23821205241272376. [Crossref] [PubMed]
25. Lyon C, Lemmens T, Kim SYH. Canadian Medical Assistance in Dying: Provider Concentration, Policy Capture, and Need for Reform. Am J Bioeth 2025;25:6-25. [Crossref] [PubMed]
26. Elsner F, Centeno C, Cetto GL, et al. Recommendations of the European Association for Palliative Care (EAPC) For the Development of Undergraduate Curricula in Palliative Medicine At European Medical Schools. European Association for Palliative Care. 2013. Available online: https://api.semanticscholar.org/CorpusID:68389736
27. Radbruch L, Leget C, Bahr P, et al. Euthanasia and physician-assisted suicide: A white paper from the European Association for Palliative Care. Palliat Med 2016;30:104-16. [Crossref] [PubMed]
28. Mason SR, Ling J, Stanciulescu L, et al. From European Association for Palliative Care Recommendations to a Blended, Standardized, Free-to-Access Undergraduate Curriculum in Palliative Medicine: The EDUPALL Project. J Palliat Med 2020;23:1571-85. [Crossref] [PubMed]