END-OF-LIFE AND PALLIATIVE CARE IN MEDICAL SCHOOL: AN INTEGRATIVE REVIEW

Abstract

This article examines the current scenario of palliative care education in undergraduate medical programs, emphasizing its main challenges and perspectives. An integrative review was conducted based on national and international studies published between 2015 and 2025 in relevant scientific databases, including qualitative research that addressed the question: “What are the perceptions of students, professors, and course managers regarding the teaching of palliative and end-of-life care in undergraduate medical education?”. The findings indicate that palliative care practice supports the development of emotional, technical, and communication skills, while also encouraging reflection on personal mortality. However, the literature highlights the presence of curricular and cultural barriers that hinder effective teaching in this area, particularly in relation to dysthanasia, interdisciplinary work, and the communication of difficult news. It is concluded that, despite the existence of isolated initiatives for the theoretical and practical inclusion of palliative medicine that are positively valued by students, education in this field remains limited and fragmented within medical curricula. This situation underscores the need to strengthen professional training and promote pedagogical adaptation to ensure the consolidation of palliative care as a core component of undergraduate medical education.