Death Café conversations: evaluating the educational potential for university students in palliative care teaching.

Abstract

Background: Discussing death, particularly among future healthcare professionals, remains a challenge. The "Death Café" initiative offers a relaxed setting for such conversations, and this study investigates its educational potential for medical students.

Objectives: To assess the effectiveness of "Death Café" as an educational tool for medical students in palliative care, and to understand students' perceptions and reflections on death and end-of-life topics post-participation.

Design: An exploratory qualitative design was employed, analyzing reflections submitted by medical students following voluntary participation in a Death Café session.

Methods: Medical students from a course on palliative care participated in the "Death Café," a structured yet informal discussion about death in a relaxed café setting. Subsequently, participants submitted written reflections on their experiences. These reflections were analyzed using a thematic analysis method, identifying emerging themes related to the students' perceptions of death, the event, and its impact on their future medical practice.

Results: Forty-two students attended the Death Café. Twenty-one reflections were collected from 29 medical students who participated. Most students found the "Death Café" environment conducive to open conversations about death. Key themes included recognizing the fragility of life, the role of medical professionals in end-of-life care, and the personal and professional growth derived from such reflections. The students also highlighted the transformative nature of the event, shifting from discussing death in general to pondering on their roles as future healthcare professionals. Positive feedback indicated the absence of negative comments about the activity, with suggestions provided for future iterations.

Conclusion: The "Death Café" serves as an innovative pedagogical approach to medical education, particularly in palliative care teaching. It offers students a platform for sincere dialogue on death and reinforces the significance of integrating innovative methods in medical training. This initiative not only enriches personal understanding but also emphasizes the commitment to holistic patient care.