Intelligent teaching equipment for intestinal stoma simulation

Abstract

The invention relates to the technical field of teaching equipment, in particular to intelligent teaching equipment for intestinal stoma simulation, which comprises an intestine body, the intestine body comprises a plurality of simulated intestine sections, and first openings and second openings are formed in two ends of the simulated intestine sections in a staggered manner. And an extending assembly and a locking assembly are arranged in each first opening. An adjusting assembly is arranged at the bottom of the locking assembly. The stretching-in assembly comprises a first telescopic plate, the first telescopic plate is fixedly connected to the inner side wall of the first opening, and a first connecting piece and a second connecting piece are arranged on the first telescopic plate. The end, close to the first opening, of the first connecting piece is fixedly connected with a first poke rod. And a limiting assembly is arranged in each second opening. The first telescopic plate extends into the second opening, the angle of the locking plate is adjusted through the second telescopic plate, so that the adjacent simulated intestinal segments are locked, different simulated intestinal segments can be freely split and combined by teaching personnel in the teaching process, and students can more visually know the intestinal stoma process.

Description

Technical Field

[0001] The present invention relates to the technical field of teaching equipment, and in particular to intelligent teaching equipment for intestinal stoma simulation. Background Art

[0002] An intestinal stoma is an opening formed by surgically leading a part of the intestine to the surface of the body. This surgery is usually performed when there are serious intestinal diseases, such as rectal cancer, intestinal obstruction, and intestinal trauma. An intestinal stoma can help patients bypass the lesion and allow the intestinal contents to be discharged smoothly, thereby alleviating the patient's condition.

[0003] Generally speaking, intestinal stoma simulation teaching requires dividing the intestine into different parts for teaching and explanation. During the explanation, the intestine needs to be split into different parts, but the remaining intestine after the split cannot be re-locked, which is not conducive to students' intuitive understanding of intestinal stoma.

[0004] In summary, how to solve the problem of being unable to re-lock the remaining intestine after different parts of the intestine are split has become a technical problem that technicians in this field need to solve urgently. Therefore, it is necessary to propose an intelligent teaching device for intestinal stoma simulation. Summary of the invention

[0005] In order to solve the above problems, the present invention provides an intelligent teaching device for intestinal stoma simulation, wherein a first telescopic plate is extended into a second opening, and the second telescopic plate is used to adjust the angle of a locking plate so as to lock adjacent simulated intestinal segments, thereby facilitating teaching personnel to freely split and combine different simulated intestinal segments during the teaching process, so that students can understand the intestinal stoma process more intuitively.

[0006] In order to achieve the above-mentioned purpose, the technical solution of the present invention is as follows: an intelligent teaching device for intestinal stoma simulation, comprising an intestinal body, the intestinal body comprising a plurality of simulated intestinal segments, both ends of the simulated intestinal segments being staggered with a first opening and a second opening, and the first opening and the second opening of adjacent simulated intestinal segments being interconnected.

[0007] The first openings are provided with an insertion component for inserting into the adjacent simulated intestinal segment and a locking component for locking the insertion component.

[0008] An adjusting component for adjusting the position of the locking component is provided at the bottom of the locking component.

[0009] The insertion component includes a first telescopic plate, which is fixedly connected to the inner wall of the first opening. The top of the first telescopic plate is provided with a first connecting member and a second connecting member, and both ends of the first connecting member and the second connecting member are hinged to the top wall of the first telescopic plate.

[0010] One end of the first connecting member close to the first opening is fixedly connected with a first toggle rod, and the first toggle rod passes through the first opening and extends to the outside of the simulated intestinal segment.

[0011] A limiting component for limiting the locking component is provided in each of the second openings.

[0012] The technical principle of the above scheme is as follows: the teaching staff toggles the first toggle rod, uses the first toggle rod to push the first connecting member and the second connecting member, and drives the first telescopic plate to be telescopic through the first connecting member and the first connecting member, so that the first telescopic plate can be extended into the second opening of the simulated intestine adjacent to it. Through the locking component, when the first telescopic plate is extended into the second opening of the simulated intestine adjacent to it, the simulated intestine adjacent to it is locked, and the angle of the locking component is adjusted by the adjustment component, so that the angle of the locking component in the second opening changes. The angle of the locking component is limited by the limiting component, so that the locking component can be firmly restricted in the second opening.

[0013] The above scheme has the following beneficial effects:

[0014] 1. The present invention uses an extending component, a locking component, an adjustment component and a limiting component. Teaching staff can separate adjacent simulated intestinal segments by toggling a first toggle lever, and can combine and lock non-adjacent simulated intestinal segments. Combining and locking non-adjacent simulated intestinal segments is beneficial to improving the intuitiveness of teaching staff in the teaching process, facilitating students' further understanding of intestinal stoma, thereby improving teaching effects.

[0015] 2. The present invention uses locking components and adjustment components to make the locking between different simulated intestinal segments more stable, reducing the occurrence of simulated intestinal segments falling off during teaching, thereby helping students learn better.

[0016] 3. The present invention uses the first telescopic rod, and the teaching staff can retract the locking component and the adjustment component into the first opening through the first telescopic rod. When the teaching staff explains the simulated intestinal segment, the basic structure of the simulated intestinal segment will not be affected, which is conducive to improving students' learning effect.

[0017] Furthermore, the first connecting member includes a plurality of first connecting rods, adjacent first connecting rods are hinged to each other, and adjacent first connecting rods are arranged opposite to each other.

[0018] The second connecting member includes a plurality of second connecting rods, adjacent second connecting rods are hinged to each other, adjacent second connecting rods are arranged opposite to each other, and the middle parts of the second connecting rods are hinged to the middle parts of the first connecting rods adjacent to them.

[0019] Beneficial effect: Through the hinge between adjacent first connecting rods, the hinge between adjacent second connecting rods and the hinge between the first connecting rod and the second connecting rod, under the toggling action of the first toggle rod, the teaching staff can easily extend and contract the first connecting rod and the second connecting rod, so that the first telescopic plate can be easily extended into the second opening of the adjacent simulated intestinal segment, thereby facilitating better fixation between the adjacent simulated intestinal segments.

[0020] Furthermore, the locking assembly includes a plurality of rotating rods, and the rotating rods are all rotatably connected to the hinges of the first connecting rod and the second connecting rod; and a first sliding groove is formed on the first telescopic plate.

[0021] The top ends of the rotating rods are fixedly connected with locking plates, and the bottom ends of the rotating rods are fixedly connected with adjusting rods penetrating the first connecting rod, the second connecting rod and the first sliding groove.

[0022] Beneficial effects: By controlling the rotating rod through the adjustment rod, the teaching staff can easily adjust the angle of the locking plate to achieve rapid locking and splitting between adjacent simulated intestinal segments. This design simplifies the operation process of locking and splitting between simulated intestinal segments and improves the teaching efficiency during the teaching process.

[0023] Furthermore, the width of the locking plate decreases gradually along the direction away from the first opening, and a third opening is formed on one side of the locking plate away from the first opening, and the width of the third opening is greater than the width of the locking plate adjacent thereto.

[0024] Beneficial effect: When the locking plate is in the unlocked state and the first telescopic plate is not extended, the locking plate can enter the third opening of the adjacent locking plate, reducing the volume occupied by the locking plate in the unlocked state. This reduces the impact of the locking plate on students when teaching staff are teaching, and improves the authenticity of the simulated intestinal segment.

[0025] Further, the adjustment assembly includes a second telescopic plate and a plurality of limit plates, the limit plates are fixedly connected to the bottom wall of the first telescopic plate, the two ends of the second telescopic plate are respectively slidably matched with the limit plates adjacent thereto, the second telescopic plate is provided with a second slide groove, the adjustment rod is located in the second slide groove and slidably matched with the second slide groove;

[0026] The bottom wall of the first telescopic plate is rotatably connected to a second L-shaped toggle rod, one end of the second toggle rod passes through the first opening and extends to the outside of the simulated intestinal segment, and the other end of the second toggle rod is fixedly connected to the second telescopic plate.

[0027] Beneficial effect: Through the second toggle rod, the teaching staff can accurately adjust the position of the second telescopic plate, and through the position adjustment of the second telescopic plate, the position of the adjustment rod can be accurately adjusted, and through the accurate adjustment of the position of the adjustment rod, the angle of the locking plate can be accurately adjusted. Therefore, through the second toggle rod, the teaching staff can quickly split adjacent simulated intestinal segments and can quickly lock different simulated intestinal segments.

[0028] Further, the width of the second opening is greater than the length of the locking plate.

[0029] Beneficial effect: the width of the second opening is greater than the length of the locking plate, and when the angle of the locking plate changes, the locking plate can rotate smoothly in the second opening, thereby facilitating the smooth locking of adjacent simulated intestinal segments.

[0030] Furthermore, the limiting assembly includes a plurality of limiting blocks, and the limiting blocks are all fixedly connected to the inner side wall of the second opening.

[0031] Beneficial effect: The rotation angle of the locking plate can be limited by the limit block, so that the locking plate can be firmly fixed in the second opening of the adjacent simulated intestinal segment, thereby improving the stability of the locking between adjacent simulated intestinal segments and reducing the occurrence of simulated intestinal segments falling off during the teaching process.

[0032] Furthermore, the surfaces of the simulated intestinal segments are fixedly connected with simulated cortex.

[0033] Beneficial effects: The design of the simulation cortex makes the appearance and touch of the simulated intestinal segment closer to the real human intestinal tissue. This realistic simulation helps students better understand and perceive the structure and characteristics of intestinal tissue during practice, thereby improving their learning effect.

[0034] Furthermore, a flexible protective layer is fixedly connected to the surfaces of the first toggle rod and the second toggle rod.

[0035] Beneficial effects: The flexible protective layer can increase the contact area between the first toggle lever and the second toggle lever and the teaching staff's hand. The flexible protective layer can also reduce the discomfort of the teaching staff when toggling the first toggle lever and the second toggle lever, thereby helping to improve the fluency and accuracy of the teaching staff's operation.

[0036] Furthermore, indicator lights are fixedly connected to both ends of the simulated intestinal segment.

[0037] Beneficial effects: The indicator light can mark the specific position of the simulated intestinal segment, which is conducive to improving the speed of teaching staff to split and lock adjacent simulated intestinal segments, and the indicator light can help students better understand the position of each simulated intestinal segment, thereby further improving the teaching quality.

[0038] Additional aspects and advantages of the present invention will be given in part in the following description and in part will be obvious from the following description, or will be learned through practice of the present invention. BRIEF DESCRIPTION OF THE DRAWINGS

[0039] Figure 1 This is an axonometric diagram of the intelligent teaching device for intestinal stoma simulation of the present invention.

[0040] Figure 2 It is a top view of a cross-sectional view of a simulated intestinal segment in the intelligent teaching device for intestinal stoma simulation of the present invention.

[0041] Figure 3 For the present invention Figure 2 Enlarged view of part A.

[0042] Figure 4 It is an axonometric diagram of the insertion component and the locking component in the intelligent teaching device for intestinal stoma simulation of the present invention.

[0043] Figure 5 It is an axonometric diagram of the adjustment components in the intelligent teaching device for intestinal stoma simulation of the present invention.

[0044] The figure marks in the drawings of the specification include: 1. intestine; 2. simulated intestinal segment; 3. first opening; 4. second opening; 5. first telescopic plate; 6. first connecting rod; 7. second connecting rod; 8. locking plate; 9. third opening; 10. second toggle rod; 11. first toggle rod; 12. limit plate; 13. rotating rod; 14. adjusting rod; 15. second slide groove; 16. second telescopic plate; 17. limit block; 18. indicator light. DETAILED DESCRIPTION

[0045] The following is further described in detail through specific implementation methods:

[0046] Embodiment 1:

[0047] As attached Figure 1-Figure 5 As shown: an intelligent teaching device for intestinal stoma simulation, including an intestinal body 1, the intestinal body 1 includes a plurality of simulated intestinal segments 2, both ends of the simulated intestinal segments 2 are staggered with a first opening 3 and a second opening 4, and the first opening 3 and the second opening 4 of adjacent simulated intestinal segments 2 are connected to each other.

[0048] The first opening 3 is provided with an inserting component for inserting into the adjacent simulated intestinal segment 2 and a locking component for locking the inserting component.

[0049] An adjusting component for adjusting the position of the locking component is provided at the bottom of the locking component.

[0050] like Figure 4As shown, the extension component includes a first telescopic plate 5, which is bolted and fixedly connected to the inner wall of the first opening 3. The top of the first telescopic plate 5 is provided with a first connecting member and a second connecting member, and both ends of the first connecting member and the second connecting member are hinged to the top wall of the first telescopic plate 5.

[0051] A first toggle rod 11 is bolted and fixedly connected to one end of the first connecting member close to the first opening 3 . The first toggle rod 11 passes through the first opening 3 and extends to the outside of the simulated intestinal segment 2 .

[0052] A limiting component for limiting the locking component is disposed in each of the second openings 4 .

[0053] The first connecting member includes a plurality of first connecting rods 6 , and adjacent first connecting rods 6 are hinged to each other and arranged opposite to each other.

[0054] The second connecting member includes a plurality of second connecting rods 7 , adjacent second connecting rods 7 are hinged to each other, adjacent second connecting rods 7 are arranged opposite to each other, and the middle portions of the second connecting rods 7 are hinged to the middle portions of the first connecting rods 6 adjacent thereto.

[0055] The locking assembly includes a plurality of rotating rods 13, which are rotatably connected to the hinges of the first connecting rod 6 and the second connecting rod 7; a first sliding groove is opened on the first telescopic plate 5, and the top ends of the rotating rods 13 are bolted and fixedly connected to the locking plate 8, and the bottom ends of the rotating rods 13 pass through the first connecting rod 6, the second connecting rod 7 and the first sliding groove and are bolted and fixedly connected to the adjusting rod 14.

[0056] The width of the locking plate 8 decreases gradually in the direction away from the first opening 3 . A third opening 9 is formed on one side of the locking plate 8 away from the first opening 3 . The width of the third opening 9 is greater than that of the adjacent locking plate 8 .

[0057] Combination Figure 5 As shown, the adjustment assembly includes a second telescopic plate 16 and a plurality of limit plates 12. The limit plates 12 are all bolted and fixedly connected to the bottom wall of the first telescopic plate 5. The two ends of the second telescopic plate 16 are respectively slidably matched with the limit plates 12 adjacent thereto. The second telescopic plate 16 is provided with a second slide groove 15. The adjustment rod 14 is located in the second slide groove 15 and slidably matched with the second slide groove 15.

[0058] The bottom wall of the first telescopic plate 5 is rotatably connected to a second L-shaped toggle rod 10 , one end of the second toggle rod 10 passes through the first opening 3 and extends to the outside of the simulated intestinal segment 2 , and the other end of the second toggle rod 10 is fixedly connected to the second telescopic plate 16 with bolts.

[0059] The width of the second opening 4 is greater than the length of the locking plate 8 .

[0060] The limiting assembly includes a plurality of limiting blocks 17 , and the limiting blocks 17 are all fixedly connected to the inner wall of the second opening 4 by bolts.

[0061] The specific implementation process is as follows: first, the teaching staff can show the intestinal body 1 to the students, and the intestinal body 1 includes several simulated intestinal segments 2. The simulated intestinal segments 2 are duodenum, jejunum, ileum, ascending colon, transverse colon, descending colon and sigmoid colon. In the initial state, all simulated intestinal segments 2 are locked in sequence.

[0062] This embodiment takes the ascending colon, transverse colon and descending colon as examples. When the teaching staff needs to simulate the resection of the transverse colon during the teaching process, the teaching staff can toggle the second toggle lever 10 located on the entire transverse colon, as well as the second toggle lever 10 on the ascending colon and the descending colon near the transverse colon.

[0063] by Figure 5 For example, when the second toggle rod 10 is toggled, the second telescopic plate 16 will slide in the limiting plate 12. As the second telescopic plate 16 slides, the adjusting rod 14 will rotate along with the sliding of the second telescopic plate 16. As the adjusting rod 14 rotates, the locking plate 8 will also rotate. At this time, the locking plate 8 will stop locking, that is, the ascending colon, transverse colon and descending colon can all be split.

[0064] Combination Figure 4 As shown, the staff can then move the first toggle rod 11 located on the entire transverse colon, as well as the first toggle rod 11 on the ascending colon and the descending colon close to the transverse colon. When the first toggle rod 11 is moved, the first connecting rod 6 and the second connecting rod 7 will contract under the toggle of the first toggle rod 11. At this time, the first telescopic plate 5 will contract with the contraction of the first connecting rod 6 and the second connecting rod 7. When the first telescopic plate 5 contracts, the limit plate 12 will contract with the contraction of the first telescopic plate 5. At this time, the limit plate 12 will drive the second telescopic plate 16 to contract.

[0065] As the first connecting rod 6 and the second connecting rod 7 shrink, the locking plate 8 gradually enters the third opening 9 of the adjacent locking plate 8 .

[0066] Combination Figure 3 As shown, after the first telescopic plate 5 and the second telescopic plate 16 have completed their contraction, the first telescopic plate 5 and the second telescopic plate 16 will enter the first opening 3 .

[0067] At this time, the transverse colon is simulated to be resected, and the basic structure of the intestinal cross section can be observed at one end of the ascending colon and the descending colon close to the transverse colon and at both ends of the transverse colon. By putting the first telescopic plate 5 and the second telescopic plate 16 into the first opening 3, it is also helpful to reduce the interference of students in observing the intestinal cross section and improve the learning efficiency of students.

[0068] After the teaching staff has simulated the resection of the transverse colon, they can connect and lock the ascending colon and the descending colon as needed. At this time, the teaching staff can move the first toggle lever 11 of the ascending colon and the descending colon near one end of the transverse colon in the opposite direction. As the teaching staff moves the first toggle lever 11, the first telescopic plate 5 and the second telescopic plate 16 in the first opening 3 of the ascending colon will extend into the second opening 4 of the descending colon, and the first telescopic plate 5 and the second telescopic plate 16 in the first opening 3 of the descending colon will extend into the second opening 4 of the ascending colon.

[0069] When the first telescopic plate 5 and the second telescopic plate 16 are fully extended, the teaching staff can move the second toggle rod 10 in the opposite direction near the end of the transverse colon of the ascending colon and the descending colon. As the second toggle rod 10 is moved, the locking plate 8 will rotate in the second opening 4 under the sliding action of the second telescopic plate 16.

[0070] As the locking plate 8 rotates, the locking plate 8 contacts the limiting block 17 in the second opening 4, and the limiting plate 12 cannot continue to rotate. Thus, the limiting blocks 17 in the second openings 4 of the ascending colon and the descending colon limit the locking plate 8, and the ascending colon and the descending colon can be locked.

[0071] By having the teaching staff resect the transverse colon and then lock the ascending and descending colon, the teaching staff can show the students the teaching steps of intestinal stoma more intuitively. This intuitive teaching method helps students better understand the surgical steps and principles and improve their learning effect. And by simulating the resection and locking operations, students can have a deeper understanding of the anatomical structure and function of different intestines.

[0072] Embodiment 2:

[0073] The difference from the above embodiment is that the surface of the simulated intestinal segment 2 is bonded with a simulated leather layer, and in this embodiment, the simulated leather layer is preferably a polyurethane layer.

[0074] The specific implementation process is as follows: The design of the polyurethane layer makes the appearance and touch of the simulated intestinal segment 2 closer to the real human intestinal tissue. This realistic simulation enables students to feel the texture, elasticity and toughness of the intestinal tissue more realistically when performing simulated surgical operations. This not only helps students better understand the anatomical structure and function of intestinal tissue, but also improves their surgical perception and operation skills.

[0075] Embodiment 3:

[0076] The difference from the above embodiment is that a flexible protective layer is bonded to the surface of the first toggle rod 11 and the second toggle rod 10 . In this embodiment, the flexible protective layer is preferably a sponge layer.

[0077] The specific implementation process is as follows: the sponge layer can reduce the friction of the teaching staff's palm when the teaching staff toggles the first toggle rod 11 and the second toggle rod 10, improve the comfort of the teaching staff's palm, and thus help improve the fluency and accuracy of the teaching staff's operation.

[0078] Embodiment 4:

[0079] like Figure 2 As shown, the difference from the above embodiment is that both ends of the simulated intestinal segment 2 are fixedly connected with indicator lights 18 by screws.

[0080] The specific implementation process is as follows: the indicator light 18 can intuitively display the positions of different simulated intestinal segments 2, so that students can quickly identify and locate specific simulated intestinal segments 2 during operation. This visual distinction helps students better understand the anatomical structure of the intestine and the relative position relationship between the intestinal segments.

[0081] Obviously, the above embodiments are merely examples for the purpose of clear explanation, and are not intended to limit the implementation methods. For those skilled in the art, other different forms of changes or modifications can be made based on the above description. It is not necessary and impossible to list all the implementation methods here. The obvious changes or modifications derived therefrom are still within the scope of protection of the invention.

Claims

1. An intelligent teaching device for intestinal stoma simulation, characterized in that: The intestinal body (1) comprises a plurality of simulated intestinal segments (2), both ends of the simulated intestinal segments (2) are staggered with a first opening (3) and a second opening (4), and the first opening (3) and the second opening (4) of adjacent simulated intestinal segments (2) are connected to each other; The first opening (3) is provided with an insertion component for inserting into the adjacent simulated intestinal segment (2) and a locking component for locking the insertion component; An adjustment component for adjusting the position of the locking component is provided at the bottom of the locking component; The insertion assembly comprises a first telescopic plate (5), the first telescopic plate (5) is fixedly connected to the inner wall of the first opening (3), a first connecting member and a second connecting member are provided on the top of the first telescopic plate (5), and both ends of the first connecting member and the second connecting member are hinged to the top wall of the first telescopic plate (5); A first toggle rod (11) is fixedly connected to one end of the first connecting member close to the first opening (3), and the first toggle rod (11) passes through the first opening (3) and extends to the outside of the simulated intestinal segment (2); A limiting component for limiting the locking component is provided in each of the second openings (4).

2. The intelligent teaching device for intestinal stoma simulation according to claim 1, characterized in that: The first connecting member comprises a plurality of first connecting rods (6), adjacent first connecting rods (6) are hinged to each other, and adjacent first connecting rods (6) are arranged opposite to each other; The second connecting member comprises a plurality of second connecting rods (7), adjacent second connecting rods (7) are hinged to each other, and adjacent second connecting rods (7) are arranged opposite to each other; The middle part of the second connecting rod (7) is hinged to the middle part of the first connecting rod (6) adjacent thereto.

3. The intelligent teaching device for intestinal stoma simulation according to claim 2, characterized in that: The locking assembly comprises a plurality of rotating rods (13), each of which is rotatably connected to a hinge between a first connecting rod (6) and a second connecting rod (7); a first sliding groove is formed on the first telescopic plate (5); The top end of the rotating rod (13) is fixedly connected to a locking plate (8), and the bottom end of the rotating rod (13) passes through the first connecting rod (6), the second connecting rod (7) and the first sliding groove and is fixedly connected to an adjusting rod (14).

4. The intelligent teaching device for intestinal stoma simulation according to claim 3, characterized in that: The width of the locking plate (8) decreases gradually in a direction away from the first opening (3); a third opening (9) is provided on one side of the locking plate (8) away from the first opening (3); and the width of the third opening (9) is greater than the width of the locking plate (8) adjacent thereto.

5. The intelligent teaching device for intestinal stoma simulation according to claim 4, characterized in that: The adjustment component comprises a second telescopic plate (16) and a plurality of limit plates (12), the limit plates (12) are fixedly connected to the bottom wall of the first telescopic plate (5), the two ends of the second telescopic plate (16) are respectively slidably matched with the limit plates (12) adjacent thereto, the second telescopic plate (16) is provided with a second slide groove (15), the adjustment rod (14) is located in the second slide groove (15) and is slidably matched with the second slide groove (15); The bottom wall of the first telescopic plate (5) is rotatably connected to a second L-shaped toggle rod (10), one end of the second toggle rod (10) passes through the first opening (3) and extends to the outside of the simulated intestinal segment (2), and the other end of the second toggle rod (10) is fixedly connected to the second telescopic plate (16).

6. The intelligent teaching device for intestinal stoma simulation according to claim 5, characterized in that: The width of the second opening (4) is greater than the length of the locking plate (8).

7. The intelligent teaching device for intestinal stoma simulation according to claim 6, characterized in that: The limiting assembly comprises a plurality of limiting blocks (17), and the limiting blocks (17) are all fixedly connected to the inner side wall of the second opening (4).

8. The intelligent teaching device for intestinal stoma simulation according to claim 7, characterized in that: The simulated intestinal segment (2) is fixedly connected with a simulated cortex on its surface.

9. The intelligent teaching device for intestinal stoma simulation according to claim 8, characterized in that: A flexible protective layer is fixedly connected to the surfaces of the first toggle rod (11) and the second toggle rod (10).

10. The intelligent teaching device for intestinal stoma simulation according to claim 9, characterized in that: Indicator lights (18) are fixedly connected to both ends of the simulated intestinal segment (2).

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