Is it written correctly?

Hi teachers! Here is a fragment of my essay. Could you please tell me if it is correct?

A scoring system was not utilised as the intention was to determine a description of the quality of the studies to assist in understanding the research and to guide future research. Data extraction was performed following a systematic methodology, using a data extraction form designed specifically for this review. The variables analysed were the following: efficiency and use.

An integrative literature review was utilised for the purposes of methodological analysis and concept review drawing on both the empirical and theoretical literature. Integrative literature reviews allow for the inclusion of both qualitative and quantitative research, assist in addressing new or emerging topics and are relevant to evidence-based practice. Thus, an integrative literature review is appropriate for exploration of teaching strategies for learning, consolidating and developing CR in students as it allows for inclusion of all research types to explore the current evidence on this emerging area of occupational therapy practice. In this revision of the literature we have considered the five stages proposed by Whittemore and Knafl (identification, literature search, data evaluation, data, analysis and presentation).

Master Lecture (ML)
A lecture is an oral presentation intended to present information or teach people about a particular subject, for example by a university or college teacher. Lectures are used to convey critical information, history, background, theories, and equations. A politician's speech, a minister's sermon, or even a businessman's sales presentation may be similar in form to a lecture. Usually the lecturer will stand at the front of the room and recite information relevant to the lecture's content.

Though lectures are much criticised as a teaching method, universities have not yet found practical alternative teaching methods for the large majority of their courses. Critics point out that lecturing is mainly a one-way method of communication that does not involve significant audience participation but relies upon passive learning. Therefore, lecturing is often contrasted to active learning. Lectures delivered by talented speakers can be highly stimulating; at the very least, lectures have survived in academia as a quick, cheap, and efficient way of introducing large numbers of students to a particular field of study.

The aim of this method is to make the students remember and memorise the strategies that the expert teaches them, and which are easily identifiable. To do this, experts present their knowledge to the audience, describe their practice conditioned by their knowledge, their identification patterns and what needs to be done. It leaves little room for the audience to be able to make questions or reflect on what has been learned since the expert is the one who knows the most about the situation and there cannot be any doubt of their approach.

We have identified a study on this methodology (table 1). It shows a high percentage of success in effectiveness (both in solving problems and in the quality of assimilated information). In addition, it pays special attention to the different types of clinical reasoning, with a greater degree of procedural and conditional learning compared to narrative and interactive learning.

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