Migraine without aura treated by comprehensive auricular acupuncture: a multicentral controlled study / 中国针灸

<p><b>OBJECTIVE</b>To assess objectively the efficacy of migraine without aura treated by comprehensive auricular acupuncture.</p><p><b>METHODS</b>Ninty patients of migraine without aura from three centers were selected as the observation subjects. Thirty cases from each center were treated with the comprehensive auricular acupuncture. This therapy included the retroauricular venous bleeding on the ears, the autologous blood injection at Fengchi (GB 20) and Yanglingquan (GB 34) and bleeding at the Nie (temporal), Zhen (occiput), Yidan (pancreas), Shenmen, Pizhixia (subcortex) and Neifenmi (endocrine) of auricular point. The therapy was applied once every 7-10 days. The continuous 3 treatments made one session.</p><p><b>RESULTS</b>At the end of one session for the patients in three centers, the headache scores were reduced apparently as compared with those before treatment (all P< 0.05). There was no statistically significant difference in comparison among three centers (all P>0.05). The clinical total effective rates were 93.3% (28/30), 90.0% (27/30) and 93.3% (28/30) in three centers separately. There was no obvious difference in the efficacy in comparison among three centers (P>0.05).</p><p><b>CONCLUSION</b>The comprehensive auricular acupuncture reduces apparently the headache score for migraine without aura and relieves the clinical symptoms of migraine. It is the simple and effective therapy for migraine without aura.</p>

Classified teaching of acupoints: standardized teaching in Jingluo Shuxue Xue (Channels and Acupoints science) / 中国针灸

The purpose of this study is to summarize teaching experiences on channel and acupoints. The method of classified teaching is put forward and approached to explore the law of acupoint teaching. It is held that the method could reduce randomness and enhance appropriateness, rationality and scientific validity of the teaching. Class hours are thus optimized and the best teaching result achieved. Acupoints are classified into 4 categories of core points, focal points, regular points and ordinary points according to their use frequency and theoretical importance. Classification methods, principles and categories are then determined. And content of courses, teaching techniques and requirements are introduced as well. Suggestions are offered on enriching teaching contents, for instance, paraphrasing of the acupoint names, indications, point prescriptions and clinical experiences. Thus the conclusion is made that it is imperative to reform the conventional sort of acupoints classified by only focal points and ordinary points as well as the related teaching methods.