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Objective To investigate the clinical efficacy of Jin’s three-needle acupuncture plus intelligence training in treating mental retardation in children under 6 years old. Methods Three hundred mental retardation patients aged 0 to 6 were randomly allocated, according to their parents’ willingness, to treatment and control groups, 150 cases each. The treatment group received Jin’s three-needle acupuncture plus intelligence training and the control group, intelligence training alone. An assessment was made using Chinese revised version of the Gesell Developmental Schedules in both groups before and after treatment.Results The total efficacy rate was 84.7% in the treatment group and 73.3% in the control group; there was a statistically significant difference between the two groups (P<0.05). The total efficacy rates in liver-kidney deficiency, heart-spleen deficiency, phlegm and blood stasis, and qi deficiency and blood stasis types were 86.8%, 86.8%, 76.5% and 75.0%, respectively, in the treatment group and 76.2%, 76.8%, 62.5% and 60.0%, respectively, in the control group. There were statistically significant differences in the total efficacy rates in different syndrome types between the two groups (P<0.05). The total efficacy rates in the patients with mild, moderate, severe and very severe diseases were 96.9%, 94.7%, 66.7% and 44.4%, respectively, in the treatment group and 90.0%, 82.5%, 47.8% and 35.3%, respectively, in the control group. There was a statistically significant difference in the total efficacy rate between the two groups of patients with moderate, severe or very severe disease (P<0.05).Conclusion Jin’s three-needle acupuncture plus intelligence training is an effective way to treat mental retardation in children.
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Objective To investigate the emotional intelligence training training's impact on medical students' ethics education.Methods Givingnthe undergraduate and graduate students of Grade 2009,2010 and 2011 emotional intelligent training and distributing questionnaires on ethics education and comparing the result with that of 2006,2007,2008 undergraduate and graduates.Covering issues of medical ethics and the understanding of students' role in alleviating the doctor-patient relationship in medical ethics,evaluation of medical ethics in today's society,the doctor of professional ethics,medical ethics education approaches and problems and so on.By comparing the results of the questionnaire students' knowledge of medical ethics are evaluated and their emotional intelligence training in ethics education role are analyzed.Research data for entry to a database of Excel 2013,using SPSS 19.0 statistical software for analysis,count data taken x2 test,P＜0.05 was considered statistically significant.According to the questionnaire topic A representative proportion of medical students is selected to measure the level of ethics and the role of ethics education in medical students training in emotional intelligence.Results the students of 2006,2007 and 2008 who selected A of five topics were 54.78％(1 278/2 333),79.47％(1 854/2 333),68.41％(1 596/2 333),86.28％(2 013/ 2 333),13.12％(306/2 333); while the students of 2009,2010 and 2011 who selected A of five topics were 73.70％(1 777/2 411),88.68％(2 138/2 411),81.54％(1 966/2 411),93.78％(2 261/2 411),71.75％(1 730/2 411).The difference was statistically significant,indicating that 2009,2010 and 2011 medical students' cognitive level of ethicshas been nore significantly improved than the students of Grade 2006,2007 and 2008.Conclusion EQ training can significantly improve the effectiveness of medical ethics education for medical students and it is worth promoting.
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@#ObjectiveTo observe the effects of structured intelligence training system on the ability of children with brain injury. Methods100 children with brain injury were divided in the structured intelligence training (SI) group (n=50) and the routine training (R) group. They were assessed with Comprehensive Function Assessment for Disabled Children. ResultsThe scores of Comprehensive Function Assessment for Disabled Children in both groups improved after training, and improved more in SI group than in R group (P＜0.01), especially in the items of cognition, self-management and social adaptation (P＜0.05). ConclusionThe structured intelligence training system may improve the ability of children with brain injury.