ObjectiveInterprofessional care is integral to end-of-life (EOL) and palliative care (PC) and may be suited for EOL and PC education.We evaluate the impact of an interprofessional EOL care curriculum on participants, during the course, on completion and 4 years laterusing quantitative (questionnaires) and qualitative (open-ended questions and interviews) methods.The course included 14 fifth and sixth-year medical students, 9 social work students and 7 nursing students enrolled in master’s degree programmes. Seventeen participants completed questionnaires 4 years later and eight participated in interviews.On postcourse questionnaires, participants attributed high value to interprofessional education (IPE) (4.77/5±0.50 on a Likert scale). Four years later, participants reported that IPE impacted their professional (3.65/5±1.11) and personal lives (3.94/5±1.09) and found PC IPE important (4.88/5±0.33).Conventional content analysis showed that the course enabled discussion of death and dying and provided an opportunity for a personal-emotional journey. It offered an approach to EOL care and an opportunity to experience interprofessional teamwork at the EOL resulting in behavioural change.Interprofessional EOL education resulted in meaningful and lasting self-reported personal and professional behavioural outcomes.

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Adverse childhood experiences (ACE) reportedly promote medical and psychiatric morbidity and maladaptive reactivity to stress throughout life. To explore the impact of ACE on army cadets undergoing stressful training conditions, a cohort of healthy cadets in an elite Israel Defense Forces unit was screened using the Childhood Trauma Questionnaire (CTQ) for exposure to childhood adversity. Two extreme casecontrol subgroups with high scores (childhood adversity [CA] subgroup, n = 43) or null scores (nonchildhood adversity [NCA] subgroup, n = 43), were further assessed before, and in the middle of a high intensity combat-simulation training week. Compared with the NCA subgroup, at baseline, the CA group exhibited higher state anxiety ( p < .001), trait anxiety ( p < .001) and depression ( p < .001), and poorer executive functioning on the Behavior Regulation Index (BRI, p = .001) and Metacognition Index (MI, p < .001). At the height of the combat-simulating training week, however, the scores of the CA subgroup were not significantly higher than their baseline scores for depression, trait anxiety, BRI, or MI. By contrast, relative to their baseline scores, the NCA subgroup's scores during the combat-simulating week were significantly increased for state anxiety ( p < .001) and BRI ( p = .004). Exposure to CA results in significant long-term alterations in anxiety, depressive symptoms, and executive functioning, as well as stress reactivity. Living with constantly increased vigilance may either be protective or merely saturate symptomatic increments when facing external stress.

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