In ational Study 179 teaching and evaluation methods, specific content areas, and the professional background of faculty members in volved in teachin death and dying content in university programs of nursing, medi- cine, and social work in Canada and the United Kingdom, and to identify priorities for future education plannin Method A listing of university based programs for nursing, social work and medicine was obtained from the respective professio national academic associations. Questionnaires were mailed to all of the programs listed in the association rosters, including 80 uni- versity nursing programs, 65 university social work programs, and 6 university medical programs in Canada and the United Kingdom. The seven-page questionnaire was developed by the authors based on the relevant literature and was assessed for con- tent validity and clarity by a panel of four local hospice nurses and faculty members with expertise in the content area A total of 50(63%)questionnaires were received from nursin programs, 17(26%)from social work programs, and 15(42%) from medical programs. Because of the low response rate from the social work programs, these data were deleted from further analy sis. The response rate from Canadian programs was 93% and 38% for nursing and medical programs, resp ectively; for the United Kingdom the response rate was 45% for both nursing and medical programs. Responses from nursing programs were received from all regions of Canada; for medicine, responses were received from all regions except Atlantic Canada. United Kingdom responses were received from nursing programs in England, Northern Ireland, Scotland, and wales, and from medical programs in England and Scotlandte ach in g an d e valu ation m e th o ds, spe c i® c co n te n t are as, an d th e p ro fessio n al backg ro u n d o f facu lty m em bers in vo lved in te ach in g d e ath an d d yin g co n te n t in u n ive rsity pro g ram s of n ursin g , m e d i￾c in e , an d so cial wo rk in Can ad a an d th e Un ite d Kin gd o m , an d to id e n tify prio ritie s for fu tu re e du cation plan n in g . Method A listin g of un ive rsity-base d p ro g ram s fo r n u rsin g , social work , an d m e d ic in e was o btain e d fro m th e re sp e c tive p ro fe ssio n al o r n atio n al acad em ic asso ciatio n s. Qu e stio n n aire s we re m aile d to all o f th e pro g ram s liste d in th e asso ciatio n ro ste rs, in clu din g 80 un i￾ve rsity n ursin g p ro g ram s, 65 u n iversity social wo rk p rog ram s, an d 36 u n ive rsity m e d ic a l p ro g ram s in Can ad a an d th e Un ite d Kin g d o m . Th e s e ve n -p ag e q u e stio n n a ire was d e ve lo p e d by th e au th o rs base d o n th e re levan t lite ratu re an d was asse sse d fo r co n - te n t valid ity an d c larity b y a p an e l o f f o u r lo c al h o sp ic e n u rs e s an d facu lty m e m be rs with e xp e rtise in th e co n te n t are a. Sample A to tal o f 50 ( 63%) que stion n aires we re re ce ived fro m n ursin g p ro g ram s, 17 ( 26% ) fr o m so c ial wo rk p r o g ram s, an d 15 ( 42% ) from m e dical pro gram s. Because of th e low re sp on se rate fro m th e so cial wo rk p rog ram s, th e se d ata we re d e le te d fro m furth e r an aly￾sis. Th e re spo n se rate fro m Can adian p ro gram s was 93% an d 38% f o r n u rsin g an d m e d ic al p ro g ram s, re sp e c tive ly; fo r th e Un ite d Kin gdo m th e re spo n se rate was 45% fo r both n ursin g an d m e dical p ro g ram s. Re spo n se s fro m n ursin g p ro g ram s we re re ce ived fro m all re gio n s o f Can ada; fo r m e d icin e , re spo n se s we re re ce ived fro m all re g io n s e xc e p t Atlan tic Can ad a. Un ite d Kin g d o m re sp o n se s we re r e c e ive d fro m n u rsin g p ro g ram s in En g lan d , No rth e r n Ire lan d , Sco tlan d , an d Wale s, an d fro m m e d ic al p r o g r am s in En g lan d an d Sco tlan d. In ter n a tio n a l Stu d y 179