Abstract:

In response to the common challenges in death education courses at medical schools—namely，the difficulty of initiating conversations about death，the gap between theory and practice，and the challenge of cultivating empathetic competence—and aligned with the growing national need for palliative care professionals amid China’s aging population，the School of Nursing at Capital Medical University has innovatively designed and implemented a social-practice-oriented course titled Life Care and Death Education. Guided by the core framework of “CARE” the course systematically integrates four innovative pillars：structured cognition，practical action，reality environment，and evaluation empowerment，pioneering a “mobile classroom” teaching model. This design has successfully achieved the educational objective of “integrating knowledge with action and harmonizing life and death”. It has been recognized as a National First-Class Undergraduate Course and awarded the First Prize in the Senior Professor Group（New Medical Sciences Category） of the Fifth National University Teachers’ Teaching Innovation Competition，offering a referential and replicable teaching innovation plan and paradigm for death education in medical colleges across China.

Key words: Life Care, Death Education, Teaching Innovation, Medical Student