In ational Study Future Curriculum Planning Priority areas for future curriculum planning for nursing pro Canada, 41%; United Kingdom, 43%); provision of focused clla grams were similar, as follo ws: affective /emotional issu ical experiences( Canada, 26%; U nited Kingdom, 17 %); addition or refocusing of theoretical approaches(Canada, 22%;United Kingdom, 26%); inclusion of palliative and hospice care Canada, 15%; U nited Kingdom, 17%); issues of cultural diversity Canada, 11%; United Kingdom, 9%); use of an interdiscipli nary approach( Canada, 4%; U nited Kingdom, 4%); and more formalized approach to death education( Canada, 4%;United Kingdom, 4%). Medical programs identified very few priority areas, as follo ws: affective/emotional issues(Canada, 0%; United Kingdom, 33%); focu sed clinical experience( Canada,17% United Kingdom, 0%); interdisciplin ary and more formalized approach to death education( Canada, 17%; United Kin gdom 0%); and communication skills( Canada, 0%; U nited Kin gdom, 11%) Discussion and Conclusions Most nursing and medical schools in Canada and the united Kingdom that responded to this survey included death education content in an integrated fashion throughout all years of their pro grams, and most frequently programs used professio nals from their o wn disciplines to teach death and dying content. These findings are consistent with those reported in a survey of health profession schools in the United States(Dickin son et al. 1992) Elective death education courses were more common in Canadian medical and nursing programs than in U. K programs As was found for American programs(Dickin son et al., 1992) required death education courses were rarely reported Consistent with Dickinson et al. 's (1992)findings for American programs, lectures were the most common teaching strategy reported by both medical and nursing programs in both Canada and the United Kingdom. Despite research(Hutchison Scherman, 1992; Tamlyn Caty, 1984) that poin ts to the supeF u tu re C u r ric u lu m P la n n in g Prio rity ar e as f o r fu tu r e cu rric u lu m p lan n in g f o r n u rsin g p r o - g ram s we r e sim ilar, as f o ll o ws: af f e c tive / e m o tio n al issu e s ( Can ad a, 41% ; Un ite d Kin gd om , 43% ) ; p ro visio n o f focuse d c lin - ic al e xp e rie n c e s ( Can ad a, 26%; Un ite d Kin gd o m , 17%) ; ad d itio n o r re f o cu sin g o f th e o re tic al ap p ro ach e s ( Can ad a, 22% ; Un ite d Kin g d o m , 26 % ) ; in c lu sio n o f p all iative an d h o sp ic e c ar e ( Can ada, 15%; Un ite d Kin gd o m , 17% ) ; issu e s o f cultu ral dive rsity ( Can ad a, 11 % ; Un ite d Kin g d o m , 9% ) ; u s e o f an in te r d is c ip li- n ar y ap p ro ach ( Can ad a, 4% ; Un ite d Kin g d o m , 4% ) ; an d m o re f o rm alize d ap p r o ach to d e a th e d u c atio n ( Can ad a, 4% ; Un ite d Kin g d o m , 4% ) . Me d ic a l p r o g r am s id e n tifie d ve r y f ew p rio rity are as, as fo llows: affe ctive /e m o tio n al issu e s ( Can ada, 0%; Un ite d Kin g d o m , 33% ) ; f o c u s e d c lin ic al e x p e rie n c e ( Can ad a , 17% ; Un ite d Kin g d o m , 0% ) ; in te r d is c ip lin ar y an d m o re f o rm alize d ap p r o ach to d e ath e d u c atio n ( Can ad a, 17% ; Un ite d Kin g d o m , 0% ) ; an d co m m u n ic atio n sk ills ( Can ad a, 0%; Un ite d Kin gd o m , 11%) . Discussion and Conclusions Mo st n u rsin g an d m e d ic al sc h o o ls in Can ad a an d th e Un ite d Kin gdo m th at re sp o n d e d to th is sur ve y in clu de d d e ath e du catio n con te n t in an in te grate d fash io n th ro u gh o ut all ye ars o f th e ir p ro- g r am s, an d m o st fre q u e n tly p ro g r am s u s e d p ro fe ssio n als fro m th e ir o wn d is c ip lin e s to te ac h d e a th an d d yin g c o n te n t. Th e s e fin d in g s are co n siste n t with th o se re p o rte d in a su r ve y o f h e alth p ro f e ssio n s ch o o ls in th e Un ite d State s ( Dic k in so n e t al. 1992) . Ele c tive d e ath e d u c atio n co u rs e s we re m o re c o m m o n in Can adian m e d ical an d n u rsin g p ro g ram s th an in U.K. pro g ram s. As was f o u n d f o r Am e ric an p ro g ram s ( Dic k in so n e t a l., 1992) , re qu ire d d e ath e du catio n cou rse s we re rare ly re po rte d . Co n siste n t with Di c k in so n e t a l.’ s ( 1 992 ) fin d in g s f o r Am e ric an p ro g ram s, le c tu re s we re th e m o st co m m o n te ac h in g strate g y re p o rte d by bo th m e d ical an d n u rsin g p ro g ram s in bo th Can ad a an d th e Un ite d Kin gd o m . De sp ite re se arch ( H u tch iso n & Sch e rm an , 1992; Tam lyn & Caty, 1984) th at p o in ts to th e su p e￾In ter n a tio n a l Stu d y 185