Thesis (Ph. D.)--University of Wisconsin--Madison, 1963. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 331-349).

Thesis (Ph.D.) -- Virginia Commonwealth University, 2006. / Prepared for: School of Pharmacy. Bibliography: leaves 107-112. Also available online.

Thesis (doctoral)--Universität, Tübingen, 2006. / Includes bibliographical references (p. 267-295).

Thesis (Ph.D.) - University of Queensland, 2005. / Includes bibliography.

Thesis (Ph.D.)--Ohio University, March, 2007. / Includes bibliographical references (leaves 114-120)

Thesis - College of Physicians and Surgeons, New York. / Film 633 reel 13 is part of Research Publications Early American Medical Imprints collection (RP reel 13, no. 211). DNLM Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 137-152). Also available on the Internet.

Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 109-114).

This paper deals with the development of the trade surgery in Sweden, mainly in Stockholm, from the 16th century until training for surgeons was incorporated in the university education for physicians in 1861. Surgeons long claimed to be able to continue their practice, not only with injuries and external illness, but also with internal illness. Surgeons were organized in guilds as craftsmen. For many years, when Sweden was a Great Power, there was a great demand for surgeons for active service in the wars, often going on for long periods. But soon surgeons lost the rights to deal with internal illness after struggle with the organization of university educated physicians. Physicians considered surgeons to be uncultured and ill-bred. However, at the end of the 18th century these two groups came together in the same organization, the one of the university educated. Until 1861 the surgeons kept much of their old education. In the first half of the 19th century the discovery of narcosis and antiseptic revolutionized surgery. Now it became possible for surgeons to treat both external and internal illness. Their social position increased radically. The 19th century has been called “the century of surgery”. In addition, the paper also deals with the causes of this transformation based on the documents used, however without being able to establish one cause as the inevitable one.

This collection of work represents an interest in education in palliative care over the last ten years. These papers are written either by myself or in collaboration with colleagues in Britain and New Zealand. During those years the way in which palliative care is taught and learned has changed and continues to change. The overview of the work submitted here describes the rationale behind the development of new approaches to the teaching and learning of care at the end of life. In many ways this collection represents a personal journey - one that involves investigation, growth, research and evaluation. By publishing these papers and promoting discussion in this area of education I have made an original contribution to the changing way in which doctors are taught and learn to care for people who are dying and into our understanding of the nature of learning to care for those people. The papers are listed here in chronological order. Throughout the text of the overview they are referenced along with other relevant papers but appear in the reference list in bold. I declare that I am the author of the papers contained in thesis unless otherwise stated. All references documented have been consulted in the writing of these papers. References appear in the texts in the form required for each individual journal. The papers have all been published in peer reviewed journals. MacLeod, R.D., Nash, A.: 1991 : Teaching palliative care in General Practice - a survey of education needs and preferences. Journal of Palliative Care 7: 4, 9-12. (reference 6) (RDM 70% - AN 30%) MacLeod, R.D., Nash, A.: 1992 : "Taking the lid off1 -observations of the process of palliative care education for General Practitioners. Postgraduate Education for General Practice 3, 28-3 (reference 9) (RDM 60% - AN 40%) James, C., and MacLeod, R.D.: 1993 : The problematic nature of education in palliative care. Journal of Palliative Care 9:4, 5-10 (reference 10) (RDM60%-CRJ-40%) MacLeod, R.D.: 1993 : Education in palliative medicine : a review. Journal of Cancer Education 8: 4, 309-312 (reference 11) MacLeod, R.D., Nash, A.: 1994 : Multidisciplinary palliative care education. Journal of Interprofessional Care 8:3.283-288 (reference 12) (RDM 70% - AN 30%) MacLeod, R.D., Nash, A. and Charny, M.: 1994 : Evaluating education in palliative medicine. European Journal of Cancer Care 3: 163-168 (reference 14) (RDM 60% - AN 30% - MC 10%) MacLeod, R.D.: 1997 : Teaching holism in palliative care and hospice. American Journal of Hospice & Palliative Care 14:1, 12-16 (reference 36) MacLeod, R.D., James, C.R.: 1997 : Improving the effectiveness of palliative care education. Palliative Medicine 11:5, 375-380 (reference 38) (RDM 60% - CRJ 40%) MacLeod, R.D., Robertson, G.: 1999: Teaching about living and dying. Education for Health 12:2,185-192 (reference 65) (RDM 80% - GR 20%) MacLeod, R.D.: 2000 : Learning to care: a medical perspective. Palliative Medicine 14:3, 209-216 (reference 66) MacLeod, R.D.: 2001 : On reflection: how doctors learn to care for people who are dying. Social Science & Medicine 52,1719-1727 (reference 67).