 Palliative care education interventions should be informed by evidence and best practices related to curriculum development and design when designing continuing professional development, CPD, courses for large-scale, national deployment, which requires decisions about various design elements such as competencies and learning objectives, overall learning approaches, content, and courseware material. Designing for interprofessional education adds complexity, with several design polarities that require educators to make choices or compromises between options, including targeting specific professions, supporting interprofessional learning, class sizes, course length and content volume, courseware flexibility, regional adaptations, facilitator criteria, and learning methods. This article was authored by Joss Perera, Gordon Giddings, Robert Salls, and others.