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Health Literacy01:21

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Related Experiment Video

Updated: Apr 28, 2026

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
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Death Literacy and End-of-Life Preparedness Among Health Professions Students: A Mixed-Methods Study.

Robin J Jacobs1, Joshua Caballero2

  • 1Dr. Kiran C. Patel College of Osteopathic Medicine, Nova Southeastern University, Fort Lauderdale, USA.

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|April 27, 2026
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Summary

Health professions students

Keywords:
communicationdeath literacyend-of-life carehealth professions educationinterprofessional educationmixed-methods researchpalliative care

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Area of Science:

  • Medical Education
  • Public Health
  • Death Studies

Background:

  • Health professions students often lack preparedness for end-of-life care despite frequent exposure to death.
  • Death literacy, encompassing knowledge, experience, communication, and systems navigation, offers a framework for end-of-life care.
  • This study investigated predictors of death literacy and program-specific differences among health professions students.

Purpose of the Study:

  • To identify key predictors of death literacy in health professions students.
  • To assess variations in death literacy across different health professions programs.
  • To inform curriculum development for enhanced end-of-life care education.

Main Methods:

  • A cross-sectional, mixed-methods survey design was employed.
  • Quantitative data collected using the Death Literacy Index-9 (DLI-9) and single-item predictors.
  • Multivariate regression and ANOVA analyzed predictors and program differences; thematic analysis of qualitative responses.

Main Results:

  • Comfort discussing death was the strongest predictor of death literacy (β = .435, p < .001).
  • Awareness of community resources, formal education, perceived preparedness, and personal experience also significantly predicted death literacy.
  • Death literacy varied significantly by program, with pharmacy students scoring lower; qualitative data revealed training gaps.

Conclusions:

  • Communication comfort, educational exposure, and systems awareness are crucial for health professions students' death literacy.
  • Interprofessional and experiential learning opportunities are recommended to improve end-of-life care preparedness.
  • Addressing gaps in formal training and experiential learning is vital for enhancing death literacy across disciplines.