ABSTRACT
Nonspecialist education in palliative medicine is increasingly necessary to meet the rising demands of an aging population with often complex comorbidities. Such education may be driven by clinical and/or professional development needs. Whether a formal curricula/program or an ad hoc teaching session, attention to learning behaviors and styles needs to underpin appropriate use of education techniques.
Particularly sensitive areas for palliative care teaching are communication skills and ethical challenges. Using effective small group techniques, including role-play with effective developmental feedback, will enable a rich learning environment to be established.
