BACKGROUND: Medical schools are improving end-of-life (EOL) care curricula; however, students rarely practice EOL communication skills in a safe learning environment. OBJECTIVE: Our objective was to study which curriculum improves students' ability to discuss hospice care. METHODS: We conducted a study of six family medicine clerkship blocks; three taught with a didactic curriculum (A) and three with an interactive curriculum (B). RESULTS: Students reported improvement in their skill and comfort in discussing hospice care in both groups. Subjectively more students commented on the instructiveness of curriculum B due to role-plays. Conclusion: A variety of curricular methods helped students' confidence and self-reflection around hospice discussions in a comfortable environment