BACKGROUND The implementation of the cross-sectional subject of palliative care (Q13) at medical faculties in Germany is heterogeneous. In faculties without a chair for palliative medicine, other solutions are needed. OBJECTIVES This study describes the development and implementation process of the new educational concept in Q13 at the Hannover Medical School and its evaluation by medical students and lecturers. MATERIALS AND METHODS The new educational concept was developed in 2017/18 following the six-step approach of curriculum development by Kern, and was implemented and tested in the academic year 2018/19. Evaluation was assessed in two steps, both in qualitative and quantitative terms (mixed methods): an anonymous written evaluation by students with the option of free text answers and feedback discussions with lecturers. RESULTS Students and lecturers welcomed the new educational concept in equal measures. Students thought that education in Q13 stimulates reflection on the individual attitude towards the issues of death and dying and prepares them for encounters with terminally ill and dying people. The case-based learning units in particular led to a consolidation of theoretical knowledge (i.e. pain management) with adequate patient orientation. Teachers positively highlighted the organization and the educational material. Content structuring was considered to be particularly helpful. CONCLUSIONS With the new teaching concept, medical students feel well prepared for the treatment of terminally ill and dying patients. The combination of different learning formats with an interdisciplinary and cross-sectoral focus promotes education with a practical orientation.

中文翻译：

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Ärztliche Ausbildung im Fach Palliativmedizin an der Medizinischen Hochschule Hannover – Weiterentwicklung der interdisziplinären und sektorenübergreifenden Lehre im Querschnittsbereich Q13 (WEISE-Q13)

背景 姑息治疗 (Q13) 横断面主题在德国医学院的实施是异质的。在没有姑息医学椅子的院系中，需要其他解决方案。目的 本研究描述了汉诺威医学院 Q13 新教育理念的发展和实施过程，以及医学生和讲师对其的评价。材料与方法 新的教育理念是在 2017/18 学年按照 Kern 的六步课程开发方法开发的，并在 2018/19 学年实施和测试。评估分两个步骤进行评估，定性和定量（混合方法）：学生匿名书面评估，可选择自由文本答案和与讲师的反馈讨论。结果 学生和讲师平等地欢迎新的教育理念。学生们认为 Q13 的教育激发了对个人对死亡和临终问题的态度的反思，并为他们与绝症和临终者的相遇做好准备。特别是基于案例的学习单元使理论知识（即疼痛管理）与充分的患者导向相结合。教师们积极强调了组织和教育材料。内容结构被认为特别有用。结论 在新的教学理念下，医学生对治疗绝症和临终病人感到准备充分。将不同的学习形式与跨学科和跨部门的重点相结合，促进了具有实践导向的教育。