Perspective on Death Education used. Most textbooks practically ignore death and only a minority of respondents use supplemental material so that paramedic graduates may have read less than one page of death-related text. What death edu- cation is available is inadequate. It offers little opportunity for partici- pants to become knowledgeable about death and grief, to deal with their own feelings, or to develop empathy New Developments in End-of-Life Care education Since 1995, medical and associations have made recommen- dations for and developed end-of-life education programs. These programs have been designed to assist physician and nurse educators in self-directed study, to conduct continuing education programs, and to integrate end-of-life information into their basic curricula. For example the American Academy of Hospice and Palliative Medicine in 1996 developed Unipacs, a training program in hospice and palliative care for physicians, consisting of eight modules, with content including assessment and treatment of pain and other symptoms, alleviating psy chological and spiritual pain, ethical and legal decision making, com munication skills, hospice/palliative approach to caring for patients withHivaiDsandforpediatricpatients(www.aahpm.org/) In 1998 the American Medical Association developed the progran EducationforPhysiciansonEnd-of-lifeCare"(epec)(www.epec net/), consisting of 20 modules. In addition, programs were developed to fit into particular programs. For example, the American Academy of mily Physicians prepared guidelines for a curriculum for family prac- tice residents on end-of-life care. This organization added physicians personal attitudes toward death as a component of the program. Similar programs have been developed for nurses. The American Association of Colleges of Nursing recommended competencies and curricular guidelines for end-of-life nursing and in 2000, based on these guidelines, designed the"End of Life Nursing Education Curriculum"(ELNEC (www.aacn.nche.edu/elnec/curriculum.htm Death education for grief Counselors Most counseling models for bereaved people were derived from tradi- tional psychotherapeutic interventions and focused almost exclusivelyused. Most textbooks practically ignore death and only a minority of respondents use supplemental material so that paramedic graduates may have read less than one page of death-related text.What death edu￾cation is available is inadequate. It offers little opportunity for partici￾pants to become knowledgeable about death and grief, to deal with their own feelings, or to develop empathy. New Developments in End-of-Life Care Education Since 1995, medical and nursing associations have made recommen￾dations for and developed end-of-life education programs. These programs have been designed to assist physician and nurse educators in self-directed study, to conduct continuing education programs, and to integrate end-of-life information into their basic curricula. For example, the American Academy of Hospice and Palliative Medicine in 1996 developed Unipacs, a training program in hospice and palliative care for physicians, consisting of eight modules, with content including assessment and treatment of pain and other symptoms, alleviating psy￾chological and spiritual pain, ethical and legal decision making, com￾munication skills, hospice/palliative approach to caring for patients with HIV/AIDS and for pediatric patients (www.aahpm.org/). In 1998 the American Medical Association developed the program ‘‘Education for Physicians on End-of-Life Care’’ (EPEC) (www.epec. net/), consisting of 20 modules. In addition, programs were developed to fit into particular programs. For example, the American Academy of Family Physicians prepared guidelines for a curriculum for family prac￾tice residents on end-of-life care. This organization added physicians’ personal attitudes toward death as a component of the program. Similar programs have been developed for nurses. The American Association of Colleges of Nursing recommended competencies and curricular guidelines for end-of-life nursing and in 2000, based on these guidelines, designed the ‘‘End of Life Nursing Education Curriculum’’ (ELNEC) (www.aacn.nche.edu/elnec/curriculum.htm). Death Education for Grief Counselors Most counseling models for bereaved people were derived from tradi￾tional psychotherapeutic interventions and focused almost exclusively Perspective on Death Education 295