What do student and educator perspectives reveal about assisted dying in the UK medical curriculum? A narrative review
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Smith, Benjamin
Roberts, Megan
Talha, Saarah
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OBJECTIVE: Assisted dying is a highly complex and evolving ethical area in the United Kingdom (UK) healthcare, with ongoing legislative developments creating urgency. UK medical students, potentially the first generation to navigate its legalisation, face an inconsistent curriculum. This review examined the inclusion and quality of assisted dying education in UK undergraduate medical schools, analysing curricular extent and alignment with General Medical Council (GMC) end-of-life care expectations. METHODS: A narrative literature review was conducted. Searches of PubMed and Scopus (2004-2025) focused on assisted dying, palliative care, and UK medical undergraduate education. Six publications were included and analysed thematically regarding student attitudes, ethical education, and curricular gaps. KEY CONTENT AND FINDINGS: Teaching on assisted dying is fragmented, inconsistent, and often superficial, typically confined to isolated workshops. Active-learning modules improve ethical reasoning, but general progression often conveys only current legal frameworks. Student attitudes are diverse, influenced by religious background and clinical exposure. A major finding is the scarcity of robust UK-specific research on implementation. This deficiency risks future doctors being unprepared to professionally and ethically navigate the evolving legal landscape. CONCLUSIONS: The UK medical education system lacks a standardised, integrated approach to teaching assisted dying. The curriculum is insufficiently robust, and evidence for implementation is scarce. Medical schools must be proactive to potential legislative change. A standardised framework incorporating case discussions, dedicated ethics/law sessions, and communication skills training is essential to prepare the future workforce for this challenging issue.
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Annals of palliative medicine
Volume
15
Issue
2