Objective To evaluate the teaching effect of end-of-life care course in Guangzhou University of Chinese Medicine. Methods A combined quantitative and qualitative evaluation method was adopted. A total of 66 undergraduates in our university were selected as the research subjects from October to December 2020. Before and after the end-of-life care course teaching, the Chinese version of the death attitude profile-revised (DAP-R) and the Chinese version of the frommelt attitude toward care of the dying scale-form B (FATCOD-B) were used to conduct questionnaire surveys, and the students were asked to write personal learning experience after the course. Paired sample t-test, Wilconxon signed rank test and content analysis were used to analyze the data. Results After the course teaching, the scores of death avoidance[2.00 (0.80) vs. 2.50 (1.00)] and fear of death [(2.19±0.63) vs. (2.43±0.65) ] decreased significantly (all P<0.01), while the total score of hospice care attitude increased significantly [119.00 (12.00) vs. 107.50 (12.00), P<0.01]. Two themes were formed by analyzing the learning experience documents: “learning gains” and “course feedback”. The theme of “learning gains” included three sub-themes: “facing death and thinking about life”, “understanding and accepting the concept of hospice care” and “comprehending the humanistic spirit of medicine”. The theme of “course feedback” included two sub-themes: “recognition and satisfaction with the course” and “suggestions to strengthen practice training and expand the scope of students”. Conclusions End-of-life care course was recognized by medical students and can help them to reduce fear of death and death avoidance, improve hospice care attitude as well as enhance humanistic quality.