In ational Study of the approaches to death education in Canada and the United Kingdom are similar to th ose reported in American surveys. Most programs integrate relevant content within required courses rather than offering separate death and dying courses, and lec tures are the most frequ ently used format There needs to be a greater focus on theory-based educational approaches, and further research is needed to deter mine wh approaches are most effec tive in meeting specific educational objectives. The uncritical adoption of Kubler-Ross's stage model of grieving should be addressed. The majority of programs in both Canada and the United Kin gd om cited Kubler-Ross most fre quently as the sp ecific theorist used, despite recent criticisms of An interdisciplinary approach to death education was not identified as current practice or a future priority by most of the programs. As acknowledged by Crase(1989), death and dying transcend disciplines. The present authors recommend further research to determine the effectiveness of an in terdisciplinary approach to death education, b oth in promoting collaborative practice and in enriching the discussion of theoretical and phile sophical issues. In su mmary, if educators are to make significant improve ments in the area of death education, syste matic research is needed to determine which curriculum contents and approaches are most effective in preparing health professionals to meet the needs of the dying and their families. References Caty, S,& Downe-Wamboldt, B (1983). A look at death edu cation in Canada Dimensions in Health Services. 60.37-39 Crase,D (1989). Death education: Its diversity and multidisciplinary focus. Death Studies.13. 25-29. Dickinson, G, Sumner, E,& Durand, R(1987). Death education in U.S. professional colleges: Medical, nursing, and pharmacy. Death Studies,I1, 57-61 Dot health p ,Sumner, E,& Frederick, L (1992). Death education in selected Dickinson professions. Death Studies, 16, 281-289 yle, D (1987). Education and training in palliative care. Journ al of Palliative Care,2.5-7o f th e ap pro ach e s to d e ath e d u catio n in Can ad a an d th e Un ite d Kin gdo m are sim ilar to th o se re po rte d in Am e rican sur ve ys. Most p r o g r am s in te g r ate re le van t co n te n t with in re q u ire d co u rs e s r ath e r th an o f fe rin g se p arate d e ath an d d yin g co u rse s, an d le c￾tu re s are th e m ost fre que n tly u se d form at. Th e re n e e ds to be a g re ate r focu s o n th e o r y-base d e du cation al ap p ro ach e s, an d fu rth e r re se arch is n e e d e d to d e te rm in e wh ich ap p ro ac h e s are m o st e f fe c tive in m e e tin g sp e c ific e d u c atio n al o bje ctive s. Th e u n critical ad op tion of Kuble r-Ro ss’s stag e m o de l o f g rie vin g sh o u ld be ad dre sse d . Th e m ajo rity o f pro g ram s in bo th Can ad a an d th e Un ite d Kin g d o m c ite d Ku b le r-Ro ss m o st fre - q u e n tly as th e sp e c ific th e o rist u se d , d e sp ite r e ce n t c riticism s o f h e r m od e l. An in te rd is c ip lin a r y ap p ro ac h to d e ath e d u c atio n was n o t id e n tifie d as cu rre n t p ractic e o r a fu tu re p rio rity by m o st o f th e p r o g r am s. As ac k n o wle d g e d by Cr as e ( 1989) , d e ath an d d yin g tran sc e n d d isc ip lin e s. Th e p re se n t au th o rs re co m m e n d fu rth e r r e se ar ch to d e te r m in e th e e f f e c tive n e ss o f an in te rd isc ip lin ar y ap p ro ach to d e ath e d u c a tio n , b o th in p ro m o tin g co llab o rative p ractice an d in e n rich in g th e d iscussio n o f th e o re tical an d p h ilo￾so ph ical issu e s. In su m m ar y, if e d u c ato rs are to m a k e sig n ific an t im p ro ve - m e n ts in th e a re a o f d e ath e d u c atio n , syste m atic re s e ar ch is n e e de d to de te rm in e wh ich curricu lum con te n ts an d app ro ach e s are m o st e f fe c tive in p re p arin g h e alth p ro f e ssio n als to m e e t th e n e e ds of th e d yin g an d th e ir fam ilies. References Caty, S., & Down e -Wam b o ld t, B. ( 1983) . A lo o k at d e ath e d u catio n in Can ad a. D im en sion s in H e a lth Ser vices, 6 0 , 37±39. Crase , D. ( 1989) . De ath ed u catio n : Its d ive rsity an d m ultid iscip lin ar y fo cu s. D e a t h Stu d ies, 1 3 , 25±29. Dic k in so n , G., Su m n e r, E., & Du r an d , R. ( 1 9 87 ) . De ath e d u ca tio n in U .S. p ro f e ssio n al co lle g e s: Me d i cal , n u rsin g , an d p h ar m ac y. D e a t h Stu d ies , 1 1 , 57±61. Dick in so n , G., Su m n e r, E., & Fre d e rick , L. ( 1992) . Death e du catio n in se lec te d h e alth p ro fe ssion s. D ea t h Stu d ies, 1 6 , 281±289. Do yle , D. ( 1987) . Ed u catio n an d tr ain in g in p alliative care . Jo u r n a l of P a lli a tive C a re, 2 , 5±7. In ter n a tio n a l Stu d y 187