According to the World Health Organization, about 400 million people need hospice care every year, but only 14% of them receive hospice care. One of the main obstacles is inadequate education of the health practitioners and even a false perception of hospice. Therefore, the purpose of this study is to review and test the learning effectiveness of hospice care course reform on students. In this study, a mix-method approach was used to test the course effectiveness. A quantitative method was conducted to understand students' knowledge, attitudes, preparedness, and course satisfaction in hospice care. In addition, focus group interviews were also used to understand students' perceptions and suggestions on course reform. According to quantitative nonparametric analysis, there was no difference between the old and the new courses in terms of students' attitudes and preparedness for hospice care and course satisfaction (U = -1.337 - 1.753, p = 0.080 - 0.892). However, there was a significant within-group difference in students' preparedness for hospice care (Z = 3.413, p = 0.001). In addition, through qualitative analysis, it is found that students have a high recommendation on the multiple teaching strategies adopted in the new course, such as team-based learning, practical courses, role-play, and hospice site visit. It is suggested that future hospice care course designs should adopt multiple teaching strategies to increase students' learning motivation. This course reform can also be a reference for other schools to develop hospice care-related curriculums.