Objective To develop a postgraduate palliative care curriculum grounded in the whole life cycle concept and to evaluate its implementation effects. Methods A curriculum and evaluation system were developed through literature review, experience summarization, and expert consultations.The course was applied to 11 medical postgraduates taking this elective course.The curriculum effectiveness was evaluated through examination scores, reflective journals, satisfaction surveys and teacher-student interviews. Results The curriculum teaching plan comprised 27 contact hours organized into seven modules, such as general principles, palliative care ethics and law, and advanced clinical practice in pediatric palliative care.At the reaction level, the mean performance score was 19.45±0.93 and the mean course satisfaction score was 30.49±1.05, and qualitative feedback indicated positive student perceptions of course design, faculty, and instructional resources.At the learning level, post-course knowledge and skills in palliative care improved significantly (all P＜0.05), and qualitative findings showed enhancements in research and practical thinking, attitudes toward palliative care, and comprehensive competence.At the behavior level, qualitative data revealed continual refinement of professional abilities, integration of learning and practice, and progressive improvement in learning capacity.At the results level, students demonstrated professional and personal growth and reported impacts at the organizational level.Teacher feedback identified three themes:commitment to cultivating talent in response to contemporary needs, teaching experiences characterized by challenges and rewards, and curriculum optimization emphasizing practice and disciplinary features. Conclusion The postgraduate palliative care curriculum based on the whole life cycle concept shows positive practical effects and high feasibility, providing a valuable reference for cultivating advanced palliative care professionals in China.