CRITICAL JOURNAL REPORT

ENVIRONMENTAL BIOLOGY

Arranged By

NOVA VEBRIANA SAGALA

4173121050

BILINGUAL PHYSICS’17

Faculty Of Mathematics And Science

STATE UNIVERSITY OF MEDAN

UNIMED
 FOREWORD

Praise and gratitude I say the presence of Almighty God because of the blessings and the gift
of the author can complete the task of CRITICAL JOURNAL REVIEW right at the time that set.
I am also grateful to the parties who have helped the author in preparing this task. In compiling
this task is far from perfection, for that I really need constructive criticism and suggestions to
improve this task ahead. Finally, I thank you.

Medan,October 24th 2017

NOVA V SAGALA
 TABLE OF CONTENTS

FOREWORD……………………………………………………………………..

TABLE OF CONTENTS………………………………………………………...

CHAPTER I INTRODUCTION…………………………………………………

A. Problem Formulation……………………………………………………..
B. Objectives and Benefits of Writing………………………………………

CHAPTER II DISCUSSION……………………………………………………

A. Journal Identity…………………………………………………………..
B. Revew Journal……………………………………………………………
C. Journal Summary I……………………………………………………….

CHAPTER III EXCESS AND JAMNAL DISTRIBUTION…………………..

A. Advantages of Journal I………………………………………………….

B. Disadvantages of Journal I…………………………………………………………

CHAPTER IV CLOSING………………………………………………………

A. Conclusion……………………………………………………………….
B. Suggestions………………………………………………………………
 CHAPTER I
PRELIMINARY

Critical journal revew in the form of this paper contains the conclusions of the comparison I
will do on two journals that have been determined by the title of atomic structure as a topic of
learning in college: I will include a summary of each journal, where the first and second journals
have a title different topic but the same discussed.In the critical journal of this review, I will
explain the problem through the following discussion. Hopefully this effort can be useful for the
general readers and for the authors in particular.

A. Problem Formulation
The formulation of the problem in writing critical journal of this review can be described as
follows.
1. How to review or summarize the journal?
2. How are the advantages and disadvantages of the journal?

B. Objectives and Benefits of Writing

Objectives and benefits to be achieved by the authors in the writing of this critical journal
review is to encourage readers to understand more deeply about the two journals.
 CHAPTER II

DISCUSSION

A. Journal Identity

The identity of the journal to be revewed is as follows:

 Journal title : One surgeon’s philosophy of surgical education

 Publishing volume : 187
 Publication Year : 2017
 Edition :1
 Author : John C. Hall, F.R.A.C.S
 Publication : University of Western Australia, Royal Perth Hospital, Wellington
St., Perth W.A. 6000, Australia
 Chapter of journal: 486–490 (4)

B.Journal Summary

The concept of a philosophy of surgical education provides a vehicle for ensuring that
there is a united and comprehensive approach to surgical training. This is important because
none of the current approaches to higher education provides a suitable model for surgical training
and it is dangerous to uncritically adopt every prevailing fashion in education.
Severing educational from moral discourse results in a theory of effectiveness which
ignores the question 'Effective for what?' But moral activities require no justification beyond
themselves. 'Justice' may be adopted or carefully engineered, as the most effective way of
winning support, but it no longer is (though no doubt resembling) the virtue of justice.
'Educational practice' brings together a wide range of activities which embody the values and the
moral aims which they are intended to promote. The ends, as it were, are inseparable from the
means of attaining them. The enhancement of 'rationality' as a distinctively human quality (or of
justice and fairness) is embodied in the very procedures and subject matter of teaching. In
pursuing this thesis, I divide the paper into four section. I start with two examples of teaching. I
then draw from these two examples the moral characteristics of the activity of teaching. The
significance of this is then illustrated through the current impoverishment of the concept of
teaching, and through the interest now being shown in citizenship education. Finally, by way of
conclusion, I shall point to the need to preserve 'teaching as a moral practice'.

The Humanities Curriculum Project3 sought to provide the means whereby the
humanities, the arts and the social studies might provide the resources and the evidence upon
which the young people might explore those matters of deep personal concern on which,
however, there was often disagreement between them and their parents, friends and
acquaintances. The essence of the curriculum lay in this exploration, seeking answers even when
there were not certain conclusions, and testing out those tentative conclusions against evidence
(see Stenhouse, 1983). The classroom, therefore, was the arena in which the teachers were able
to share their common humanity with the pupils and their common uncertainty in the face of
significant and personal.

problems. Hence, the teacher's main task was to mediate to the young people the products of
what others had said and achieved through the humanities, social studies and the arts - the
different 'voices in the conversation of mankind'. Crucial to such mediation was the carefully
structured discussion of issues in which differences of opinion would be respected, minority
views.
The comprehensive ideal, therefore, is to extend to all young people the opportunity to
participate seriously in the dialogue between the subjective concerns of each and the objective
world of meanings which are accessible to all, albeit in different ways and no doubt at different
levels, and which at their best illuminate those concerns. It is to recognize the importance in such
a dialogue, not simply of the logical structure of the subject matter to be learnt, but also the
variety of experience to be shared and made
sense of. And to educate is to enable those young people to enter into that dialogue irrespective
of measured intelligence or social background. that underpin educational programs. In the
absence of an
agreed educational philosophy there is lack of focus resulting in a fragmentation of effort. It is
like trying to build a house without a plan or performing a clinical trial without a specific
objective. It is an important concept. There is a concern that surgery will be harmed by an
uncritical acceptance of generic approaches to education. It has even been suggested that
occupations will disappear in the post–modern economy and be replaced by providers of
“flexible skills”.In other words, surgeons might be slowly transformed into especially privileged
technical workers. If modern surgery evolved from the collective mobility of barbersurgeons.

Papa and Harasym have identified the major curricula reform movements in medical
education. With time, simple apprenticeships involving family or friends gave way to more
organized arrangements. These disciple-based groups evolved into colleges, guilds, and
associations. Later it was argued that severely ill patients require multidisciplinary skills, which
were best organized according to organ systems. The problem-based approach arose in the
1980s. Although problem-based curricula were promoted with great zeal by many
educationalists, it is now appreciated that problem solving is task specific and not a generic skill
For example, it is impossible to extrapolate skills learned in the management of the acute
abdomen into the management of patients with severe chest pain. The clinical presentation model
borrows much from the problem-based approach, but it is based upon a large number of specific
problem solving exercises that collectively delineate clinical practice. It emphasizes
the realities of clinical practice. As a generalization, the various phases of undergraduate
medical education have tended to be most concerned with content. In other words, they have
aimed at preloading junior doctors with an adequate knowledge base that will allow them to
function as junior doctors and then gain entry into specialist training programs. This has been
accompanied by more formal approaches to various aspects of professional development; such as
ethics and communication. At issue is whether surgical training programs either view such
activities solely as appropriate prior learning or build upon them by focusing on the special needs
of surgeons.

Each of the major educational philosophies represents a different view of the purpose of
higher education. While none of them represents an “off the shelf” solution for surgical training,
there are elements within each of these approaches that have great relevance. The descriptions
that follow owe much to a recent comprehensive review byholds for surgery is that the breadth of
content is unambiguous and reflects the nature of the discipline.
There are numerous ways of classifying the attitudes, knowledge, and skills that should
be held by surgeons. A useful starting point is the 1997 Dearing Report by Indonesia National
Committee of Inquiry into Higher Education It recommend that institutions of higher education
develop “program specifications” that
identify the intended outcomes of courses in terms of knowledge and understanding; key generic
skills, such as communication and information technology; cognitive skills relating to
methodologies and judgments; and subjectspecific skills. The important key “generic” skills for
surgeons relate to professional development and critical evaluation. Such roles have been
articulated in the Royal College of Physicians and Surgeons of Canada’s Canadian Medical
Education Directions for Specialists 2000 Project (CanMEDS) and are detailed on the College’s
web site
aspects of surgical training, ie, decision-making, communication, collaboration, management,
health advocacy, scholarship and professionalism.

Assessments can be framed to allow trainees to articulate the evidence for their
judgements and to defend their decisions. Under these circumstances, the assessment criteria
must be clearly articulated and supported by good examples. It must be accepted that the
importance of fidelity outweighs any concerns about reliability. This is what
Cullen Murphy has called the paradox of measurement: “the more objective and precise we get,
the more nimbly truth manages to keep a certain distance.” One neglected area of problem-
solving relates to risk management, which is the avoidance of problems before they occur. Since
the 1940s, specialists in human factors have concentrated on the human contribution to accidents
in high hazard enterprises such as air, sea, and road transport; nuclear power generation; and
chemical process plants. More recently, interdisciplinary research groups have been
investigating the human and organizational factors affecting the safety of healthcare provision

The Harvard Medical Practice Study and the Utah Colorado Medical Practice Study have
emphasized the high incidence of
avoidable adverse events that occur after surgery. It is characteristic of experts that they worry
about such problems and take steps to avoid them. Trainees can use simulations of real-life
experiences, for example, repetitive adverse scenarios within a simulated operating theater to
reflection on the prevention of adverse events .
 CHAPTER III
EXCESS AND JAMNAL DISTRIBUTION

A.Advantages of Journal I

 The more easily understood because of the added picture of five pilar philosophy of
indonesia
 Depiction of the philosophy structure is very clear that makes it easier in his
understanding,
 Also described the results of the discussion of the material so it is very easy to
 This book, Frieda Heyting, tries to point out importantand inevitable role of various
philosophies of education. The author emphasizes plurality of philosophies in order to
answer different problems which are context and time specific.
 Even those who accused university departments of 'too much theory' recognized the
significance of theory in shaping how people see the world, understand events, evaluate
outcomes, and prescribe aims and goals.

B.Lack of Journal I

 Less detailed and of the material,

 Incomplete and less lengthy decomposition of the material,and
 Less systematic explanation of its atomic structure.
 Given the picture of pancasila philosophy that further clarifies the description of the
material,
 CHAPTER IV

CLOSING

1.CONCLUSION

Every piece of paper must have different characteristics from one to another, be it in terms of
its language, its merits, and its deficiencies. The journal must contain information that the
authors have clearly described regardless of the shortcomings contained in each journal, but it is
certain that each journal will bring benefits to the reader in terms of more information
revenues. In both journals, there is abundant information which makes the reader interested in
reading or analyzing this journal as I have done. Above I have presented a summary and also the
advantages and disadvantages of each journal that is expected to be a comparison between the
opinion of the reader of the journal.

2.SUGGESTION

In reviewing this journal with showig the advantages and disadvantages,author hope it can
make us to be more maintained and strengthened again, and the lack of journals to be more
researched again to achieve maximum results.