ABSTRACT
Objective To investigate the clinical efficacy of eye acupuncture plus linguistic competence training in treating post-stroke aphasia.Methods Sixty patients with post-stroke aphasia were randomly allocated to groups A, B and C, 20 cases each. Group A received eye acupuncture plus linguistic competence training; group B, eye acupuncture alone; group C, linguistic competence training alone. The linguistic competence scores, the aphasia quotient (AQ) score and the Chinese Functional Communication Profile (CFCP) score were recorded in the three groups before and after treatment. The clinical therapeutic effects were compared between the three groups.Results There were statistically significant pre-/post-treatment differences in the linguistic competence scores, the AQ score and the CFCP score in the three groups (P<0.01,P<0.05). There were statistically significant post-treatment differences in the linguistic competence (spontaneous speech, spoken language understanding and naming) scores, the AQ score and the CFCP score between groups A and C (P<0.05). The total efficacy rate was 95.0% in group A, 80.0% in group B and 85.0% in group C. There was a statistically significant difference in the total efficacy rate between group A and group B or C (P<0.05).Conclusion EYE acupuncture plus linguistic competence training is an effective way to treat post-stroke aphasia.
ABSTRACT
La temática se escoge por la necesidad de diseñar una guía de orientaciones metodológicas para la preparación de docentes y estudiantes en la confección del texto escrito. La búsqueda bibliográfica ha demostrado la existencia de referencias donde la producción escrita es una suma de habilidades elementales, con ejercicios escritos para el desarrollo de la lengua oral principalmente. El objetivo de esta investigación es diseñar una serie de estrategias metodológicas para favorecer la calidad de la producción del texto escrito en inglés. Se estima que la aplicación de los resultados contribuye al perfeccionamiento de uno de los componentes esenciales de la competencia lingüística de los estudiantes de medicina de la Universidad de Ciencias Médicas de Camagüey, el aprendizaje del inglés como lengua extranjera, y brinda a los profesores un cuerpo teórico metodológico para planificar y dirigir el proceso de enseñanza en la producción del texto escrito, lo que se manifestará en el dominio de esta lengua extranjera en la formación del profesional de la medicina, para la comunicación, la preparación en estudios de posgrados y la calificación científica.
The selection of the topic responds to the need of designing methodological guidelines for supporting professors and students in the production of written texts in English. Bibliographical revisions have proved that written production becomes a sum of abilities involving written exercises to develop speaking particularly. The research aims to design a number of strategies favoring the production of written texts in English. It also contributes to improve one of the essential components of the linguistic competence of medical students from the Medical University of Camagüey, learning English as a foreign language, in addition to offering professors a theoretical-methodological instrument to plan and control the teaching process during the production of written texts. Results aim at obtaining a highly qualified medical professional capable to communicate in English in postgraduate courses and scientific qualifications.