Scoliosis simulation teaching aid and operation method

Abstract

The invention relates to a scoliosis simulation teaching aid and an operation method. The simulation teaching aid comprises a spine model, a gooseneck rod and an outer cover box. The spine model comprises a vertebra model; the gooseneck rod penetrates through each vertebra model according to a spine physiological curve and is fixedly connected with the vertebra models; the outer cover box comprises a cervical vertebra box body, a thoracic vertebra box body, a lumbar vertebra box body and a sacrum box body; each box body comprises a transparent corrugated pipe, a top shell and a bottom shell; the spine model passes through the middle of the top shell and the middle of the bottom shell; the part, penetrating through the top shell and the bottom shell, of the gooseneck rod is fixedly connected with the top shell and the bottom shell respectively; the lower end of the transparent corrugated pipe is connected with the bottom shell edge, and the upper end is detachably connected with the top shell edge corresponding to the bottom shell edge. The vertebra models can be accurately controlled, and normal displacement deflection is carried out; the transparent corrugated pipe can reflect the trend of in-vitro abnormity, and is beneficial for medical students to establish clearer cognition on scoliosis. The operation method is simple and convenient to operate, and can simulate more types of scoliosis conditions.

Description

Technical Field

[0001] This invention relates to the technical field of medical teaching equipment, and in particular to a scoliosis simulation teaching aid and its operation method. Background Technology

[0002] Scoliosis refers to an abnormal curvature and rotation of the spine, presenting an S-shape or C-shape instead of the normal physiological curve. Scoliosis also causes abnormal physical appearance. The diagnostic process for scoliosis begins with a physical examination, followed by imaging examinations, and finally a risk assessment based on the examination results. The physical examination requires the physician to make a basic judgment based on their understanding of scoliosis and past experience. Imaging examinations are more detailed examinations based on the physician's basic judgment. The more accurate the physician's understanding of scoliosis, the more efficient the diagnostic process. Medical students should develop an accurate basic understanding of scoliosis before becoming independent physicians. Medical students develop their understanding of scoliosis through written descriptions in medical materials and photographs of related physical abnormalities; however, the connection between these written descriptions and photographs is not always clear, and misinterpretations are easily made. To enable medical students to clearly understand the relationship between scoliosis and external abnormalities, the prior art has proposed a scoliosis human medical teaching aid with application publication number CN119252128A. When the internal light is off, only the outline of the human body can be seen. When the internal light is on, the internal skeleton can be seen, which can clearly express the relationship between the human body and the skeleton. However, this technical solution cannot simulate scoliosis in a more detailed way for the following reasons: 1) The posture adjustment rod and the scoliosis adjustment rod can only control the horizontal direction of the junction of the cervical, thoracic, lumbar and sacral vertebrae, and cannot control the vertebrae inside the cervical / thoracic / lumbar / sacral vertebrae; 2) The posture adjustment rod and the scoliosis adjustment rod are both limited by the adjustment seat, and no matter how they are adjusted, they can only be at a fixed height, which cannot simulate the situation where the vertebrae are at an abnormal height due to scoliosis; even if the elasticity of the gooseneck rod and the silicone human body is used to make the spinal model into an S-shaped or C-shaped model, the overall length of the gooseneck rod connected to the spinal model also becomes longer, and the arrangement of the vertebrae on the gooseneck rod is not realistic. Moreover, the silicone human body also uses local elastic deformation to make changes, which does not conform to the actual situation of scoliosis. Summary of the Invention

[0003] The purpose of this invention is to solve the above-mentioned problems and provide a scoliosis simulation teaching aid and operation method.

[0004] The technical solution of this invention is as follows: A scoliosis simulation teaching aid includes a spine model, a gooseneck rod, and an outer casing; the spine model includes sequentially connected vertebral models, divided into cervical, thoracic, lumbar, and sacral segments; the cervical segment includes 7 cervical vertebra models, namely C1-C7; the thoracic segment includes 12 thoracic vertebra models, namely T1-T12; the lumbar segment includes 5 lumbar vertebra models, namely L1-L5; the sacral segment includes an integrated sacral and coccygeal vertebra models; the gooseneck rod is designed according to the physiological curvature of the spine. A thread runs through each vertebral model and is fixed to it; each vertebral model can change its horizontal and vertical position according to the deformation of the gooseneck rod, ultimately making the entire vertebral model able to simulate various situations of scoliosis; the outer casing includes cervical vertebrae casing, thoracic vertebrae casing, lumbar vertebrae casing, and sacral vertebrae casing, which cover the outside of the cervical, thoracic, lumbar, and sacral segments respectively; each casing includes a transparent corrugated tube and a horizontally arranged top shell and bottom shell; the spinal model passes through the middle of the top shell and the middle of the bottom shell; the gooseneck rod passes through the top shell, The bottom shell is fixedly connected to both the top and bottom shells. The lower end of the transparent corrugated tube is connected to the edge of the bottom shell, and the upper end is detachably connected to the corresponding parts of the top and bottom shell edges. The bending of the spinal model inside the transparent corrugated tube can be directly observed. A portion of the connection between the upper end of the transparent corrugated tube and the top shell can be temporarily removed, allowing the removed tube to hang naturally and create an insertion gap. By reaching into the box through the insertion gap, the spinal model can be manipulated, causing it to bend and deform accordingly. The bending and deformation of the spinal model includes changes in the horizontal and vertical positions of the vertebrae. Then, the removed connection at the upper end of the transparent corrugated tube is reconnected to the top shell. At this point, the top and bottom shells tilt and twist due to the bending and deformation of the spinal model. The corresponding deformation of the transparent corrugated tube connecting the top and bottom shells reflects the abnormal deformation trend outside the body. Medical students can establish a preliminary connection based on the observed bending and deformation of the spinal model and the abnormal deformation trend reflected by the transparent corrugated tube, which is more conducive to learning about scoliosis.

[0005] Preferably, the upper end of the transparent corrugated tube and the edge of the top shell are provided with a zipper structure, which not only realizes the detachable connection between the upper end of the transparent corrugated tube and the top shell, but also ensures that the connection position of the transparent corrugated tube is not changed each time it is disassembled and assembled, thereby ensuring that the corrugated tube can stably reflect the abnormal deformation trend in the body.

[0006] Preferably, the scoliosis simulation teaching aid also includes a base plate; the bottom shell of the sacral box is integrated with the base plate; the lower end of the sacral segment and the lower end of the gooseneck rod are both fixed to the base plate; the base plate provides stable support for the spinal model, which is conducive to the presentation of scoliosis.

[0007] Furthermore, the base plate is equipped with height adjustment screws at the four corners; the height adjustment screws are threaded into the base plate; the height adjustment screws can level the base plate to ensure that the spinal model does not tilt when it is in the normal physiological curvature, thus avoiding hindering the judgment of scoliosis.

[0008] Preferably, an inner retaining ring, an outer retaining ring, and a rivet extend upward from the edge of the bottom shell; the lower end of the transparent corrugated tube is inserted between the inner retaining ring and the outer retaining ring; the rivet passes through the inner retaining ring, the outer retaining ring, and the lower end of the transparent corrugated tube to connect the lower end of the transparent corrugated tube to the edge of the bottom shell; the rivets are evenly distributed around the outer retaining ring to ensure a stable connection between the lower end of the transparent corrugated tube and the edge of the bottom shell.

[0009] Preferably, the vertebral model has symmetrically arranged forward-facing light bulbs on the front side; when the light bulbs are lit, medical students can quickly locate the spinal model through the transparent corrugated tube, which is beneficial for making a clear diagnosis of scoliosis.

[0010] Furthermore, the light bulbs are divided into different colors according to their location in the cervical, thoracic, lumbar, and sacral segments, which helps medical students to identify the different segments of the spinal model.

[0011] Preferably, the top shell has a through hole A that matches the vertebral model connected to the top shell; the vertebral model connected to the top shell passes through through hole A; the bottom shell has a through hole B that matches the vertebral model connected to the bottom shell; the vertebral model connected to the bottom shell passes through through hole B; the spinal model passes through through holes A and B; through holes A and B allow the corresponding vertebral models to make corresponding displacements and deflections, which is more conducive to simulating scoliosis.

[0012] Furthermore, the outer casing also includes a square crossbar A and a square crossbar B; the square crossbar A passes through the edge of the top shell and connects to the corresponding vertebral model; the top shell can tilt and deflect along with the vertebral model; the square crossbar B passes through the edge of the bottom shell and connects to the corresponding vertebral model; the bottom shell can tilt and deflect along with the vertebral model; taking the thoracic vertebra as an example, the square crossbar A connects to the thoracic vertebral model T1; the square crossbar B connects to the thoracic vertebral model T12; the top shell of the thoracic vertebra box can tilt and deflect along with the thoracic vertebral model T1; the bottom shell of the thoracic vertebra box can tilt and deflect along with the thoracic vertebral model T12.

[0013] The operation method of the above-mentioned scoliosis simulation teaching aid includes the following steps: ① Observe the scoliosis simulation teaching aid under the normal physiological curve. Observe each box; the top and bottom shells of each box correspond vertically, and the transparent corrugated tube is in a vertical position; observe the spinal model through the transparent corrugated tube; the spinal model is in the normal physiological curve of the spine; observe the scoliosis simulation teaching aid under the normal physiological curve, and compare it with the scoliosis simulation teaching aid after adjustment. ②Scoliosis simulation adjustment Based on the target of the scoliosis simulation, the upper part of the transparent corrugated tube of the corresponding box is removed to form an insertion gap. A hand is inserted into the box through the insertion gap, and the vertebral model is manipulated to make the gooseneck rod bend and deform accordingly until the entire spinal model is close to the target of the scoliosis simulation. The hand is then withdrawn from the insertion gap, and the connection between the upper part of the transparent corrugated tube and the top shell is re-established. The upper part of the transparent corrugated tube is still connected to the original position. The side of the transparent corrugated tube deforms accordingly with the top and bottom shells, which can reflect the abnormal deformation trend in vitro. ③ Compare the state of the transparent corrugated pipe in step ① with the state of the transparent corrugated pipe in step ②. ④ Restore the spinal model to a normal physiological curve Based on the normal physiological curve of the spine, select the corresponding box and disconnect the upper end of the transparent corrugated tube from the top shell to form an insertion gap; reach into the box through the insertion gap and manipulate the vertebral model to make the gooseneck rod bend and deform accordingly until the spine model is in the normal physiological curve of the spine; withdraw your hand from the insertion gap and re-establish the connection between the upper end of the transparent corrugated tube and the top shell; the upper end of the transparent corrugated tube is still in the original connection position; the corresponding side of the transparent corrugated tube is restored to the vertical state in step ①.

[0014] The beneficial effects of this invention are as follows: The scoliosis simulation teaching aid of this invention has the following advantages: (1) The vertebral models of the present invention can be precisely controlled to perform normal displacement and deflection; the transparent corrugated tube can reflect the abnormal trend in vitro, which is conducive to medical students to establish a clearer understanding of scoliosis. (2) The zipper structure of the present invention not only realizes the detachable connection between the upper end of the transparent corrugated tube and the top shell, but also ensures that the connection position of the transparent corrugated tube is not changed each time it is disassembled and assembled, thereby ensuring that the corrugated tube can stably reflect the abnormal deformation trend of the body. (3) The base plate of the present invention provides stable support for the spinal model, which is conducive to the presentation of scoliosis; the height adjustment screw can level the base plate to ensure that the spinal model does not tilt when it is in normal physiological curvature, thus avoiding hindering the judgment of scoliosis. This method is simple and convenient to operate, and can simulate a wider range of scoliosis cases. Attached Figure Description

[0015] Figure 1 This is a partial sectional view of the front view of the scoliosis simulation teaching aid of the present invention in Embodiment 1; Figure 2 yes Figure 1 A magnified view of the I-shaped image; Figure 3 yes Figure 1 AA section view; Figure 4 yes Figure 3II magnified view; Figure 5 This is the three-dimensional scoliosis simulation teaching aid of the present invention after removing the simulated folding tube in Embodiment 1. Figure 1 ; Figure 6 This is the 3D scoliosis simulation teaching aid of the present invention after removing the simulated folding tube in Example 1. Figure 2 ; Figure 7 This is a half-sectional view of the scoliosis simulation teaching aid of the present invention in Embodiment 2; Figure 8 yes Figure 7 III magnified view; Figure 9 This is the three-dimensional scoliosis simulation teaching aid of the present invention after removing the simulated folding tube in Example 2. Figure 1 ; Figure 10 This is the three-dimensional scoliosis simulation teaching aid of the present invention after removing the simulated folding tube in Example 2. Figure 2 ; In the diagram: 11. Vertebra model, 111. Light bulb, 12. Cervical vertebra, 13. Thoracic vertebra, 14. Lumbar vertebra, 15. Sacral vertebra, 2. Gooseneck rod, 31. Cervical vertebra box, 32. Thoracic vertebra box, 33. Lumbar vertebra box, 34. Sacral vertebra box, 35. Transparent corrugated tube, 36. Top shell, 361. Through hole A, 37. Bottom shell, 371. Inner retaining ring, 372. Outer retaining ring, 373. Rivet, 374. Laser rangefinder head, 375. Light strip, 376. Through hole B, 38. Zipper structure, 391. Square crossbar A, 392. Square crossbar B, 4. Base plate, 41. Height adjustment screw. Detailed Implementation

[0016] Example 1: See Figure 1-6A scoliosis simulation teaching aid includes a spine model, a gooseneck rod 2, and an outer casing. The spine model includes vertebral models 11 connected in sequence, divided into cervical vertebrae 12, thoracic vertebrae 13, lumbar vertebrae 14, and sacral vertebrae 15. Cervical vertebrae 12 includes 7 cervical vertebrae models 11, namely C1-C7; thoracic vertebrae 13 includes 12 thoracic vertebrae models 11, namely T1-T12; lumbar vertebrae 14 includes 5 lumbar vertebrae models 11, namely L1-L5; sacral vertebrae 15 includes an integrated sacral vertebrae model 11 and a coccygeal vertebrae model 11. The gooseneck rod 2 runs through each segment according to the physiological curve of the spine. Each vertebral model 11 is fixedly connected to the vertebral model 11; each vertebral model 11 can change its horizontal and vertical position according to the deformation of the gooseneck rod 2, ultimately making the entire vertebral model 11 able to simulate various situations of scoliosis; the outer casing includes a cervical vertebra box 31, a thoracic vertebra box 32, a lumbar vertebra box 33, and a sacral vertebra box 34, which cover the outside of the cervical vertebra segment 12, the thoracic vertebra segment 13, the lumbar vertebra segment 14, and the sacral vertebra segment 15, respectively; each box includes a transparent corrugated tube 35 and a horizontally arranged top shell 36 and a bottom shell 37; the spinal model passes through the middle of the top shell 36 and the middle of the bottom shell 37; the gooseneck rod 2... The portion of rod 2 passing through the top shell 36 and bottom shell 37 is fixedly connected to the top shell 36 and bottom shell 37 respectively; the lower end of the transparent corrugated tube 35 is connected to the edge of the bottom shell 37, and the upper end is detachably connected to the corresponding parts of the edges of the top shell 36 and bottom shell 37; the bending condition of the spine model inside can be directly observed through the transparent corrugated tube 35; a portion of the connection between the upper end of the transparent corrugated tube 35 and the top shell 36 can be temporarily removed, and the removed transparent corrugated tube 35 hangs down naturally, forming an insertion gap; a hand can be inserted into the box through the insertion gap to manipulate the spine model, causing the spine model to undergo corresponding bending deformation; the spine The bending deformation of the column model includes changes in the horizontal and vertical positions of the vertebral model 11; then the disconnected connection at the upper end of the transparent corrugated tube 35 is reconnected to the top shell 36; at this time, the top shell 36 and the bottom shell 37 tilt and twist due to the bending deformation of the spinal model; the transparent corrugated tube 35 connecting the top shell 36 and the bottom shell 37 undergoes corresponding deformation, which can reflect the abnormal deformation trend in the body; based on the observed bending deformation of the spinal model and the abnormal deformation trend reflected by the transparent corrugated tube 35, medical students can establish a preliminary correlation, which is more conducive to learning scoliosis.

[0017] Compared with the prior art, the present invention provides a simulation teaching aid that can perform more detailed scoliosis simulation. All vertebral models 11 can be precisely controlled to perform normal displacement and deflection. The transparent corrugated tube 35 can reflect the abnormal trend in vitro, which is conducive to medical students to establish a clearer understanding of scoliosis.

[0018] The upper end of the transparent corrugated tube 35 is provided with a zipper structure 38 along the edge of the top shell 36. This not only enables a detachable connection between the upper end of the transparent corrugated tube 35 and the top shell 36, but also ensures that the connection position of the transparent corrugated tube 35 is not changed each time it is disassembled or assembled, thereby ensuring that the corrugated tube can stably reflect the abnormal deformation trend in the body.

[0019] The scoliosis simulation teaching aid also includes a base plate 4; the bottom shell 37 of the sacral box 34 is integrated with the base plate 4; the lower end of the sacral segment 15 and the lower end of the gooseneck rod 2 are both fixed on the base plate 4; the base plate 4 provides stable support for the spinal model, which is conducive to the presentation of scoliosis.

[0020] The base plate 4 has height adjustment screws 41 at its four corners; the height adjustment screws 41 are threaded into the base plate 4; the height adjustment screws 41 can level the base plate 4 to ensure that the spinal model does not tilt when it is in the normal physiological curvature, thus avoiding hindering the judgment of scoliosis.

[0021] An inner retaining ring 371, an outer retaining ring 372, and a rivet 373 extend upward from the edge of the bottom shell 37. The lower end of the transparent corrugated tube 35 is inserted between the inner retaining ring 371 and the outer retaining ring 372. The rivet 373 passes through the inner retaining ring 371, the outer retaining ring 372, and the lower end of the transparent corrugated tube 35, thereby connecting the lower end of the transparent corrugated tube 35 with the edge of the bottom shell 37. The rivets 373 are evenly distributed around the outer retaining ring 372 to ensure a stable connection between the lower end of the transparent corrugated tube 35 and the edge of the bottom shell 37.

[0022] The vertebral model 11 has symmetrically arranged forward-facing light bulbs 111 on the front side; when the light bulbs 111 are lit, medical students can quickly locate the spinal model through the transparent corrugated tube 35, which is helpful for clearly judging scoliosis.

[0023] The light bulb 111 is divided into different colors according to its location in the cervical vertebra segment 12, thoracic vertebra segment 13, lumbar vertebra segment 14 and sacral segment 15, which helps medical students to identify the different segments of the spinal model.

[0024] The top shell 36 has a through hole A 361 inside that matches the vertebral model 11 connected to the top shell 36; the vertebral model 11 connected to the top shell 36 passes through the through hole A 361; the bottom shell 37 has a through hole B 376 inside that matches the vertebral model 11 connected to the bottom shell 37; the spinal model passes through the through hole A 361 and the through hole B 376; the through holes A 361 and B 376 allow the corresponding vertebral model 11 to make corresponding displacements and deflections, which is more conducive to simulating scoliosis.

[0025] The outer casing also has a square crossbar A 391 and a square crossbar B 392; the square crossbar A 391 passes through the edge of the top shell 36 and connects with the corresponding vertebral model 11; the top shell 36 can tilt and deflect with the vertebral model 11; the square crossbar B 392 passes through the edge of the bottom shell 37 and connects with the corresponding vertebral model 11; the bottom shell 37 can tilt and deflect with the vertebral model 11; taking the thoracic vertebral segment 13 as an example, the square crossbar A 391 connects with the thoracic vertebral model 11T1; the square crossbar B 392 connects with the thoracic vertebral model 11T12; the top shell 36 of the thoracic vertebral box 32 can tilt and deflect with the thoracic vertebral model 11T1; the bottom shell 37 of the thoracic vertebral box 32 can tilt and deflect with the thoracic vertebral model 11T12.

[0026] The outer edge of the top shell 36 within the same box corresponds and matches the outer edge of the bottom shell 37; the horizontal cross section of the top shell 36 of the thoracic vertebra box 32 is greater than the horizontal cross section of the top shell 36 of the sacral vertebra box 34, which is greater than the horizontal cross section of the top shell 36 of the lumbar vertebra box 33, which is greater than the horizontal cross section of the top shell 36 of the cervical vertebra box 31. This is close to the basic human body structure and helps medical students to more quickly identify different parts of the human body.

[0027] The working principle of this embodiment is as follows: Cervical segment 12 includes 7 cervical vertebrae models 11, namely C1-C7; Thoracic segment 13 includes 12 thoracic vertebrae models 11, namely T1-T12; Lumbar segment 14 includes 5 lumbar vertebrae models 11, namely L1-L5; Sacral segment 15 includes an integrated sacral vertebrae model 11 and a coccygeal vertebrae model 11; Each vertebrae model 11 can change its horizontal and vertical position according to the deformation of the gooseneck rod 2, ultimately making the entire vertebrae model 11 able to simulate various situations of scoliosis; The curvature of the spinal model can be directly observed through the transparent corrugated tube 35; A portion of the connection between the upper end of the transparent corrugated tube 35 and the top shell 36 can be temporarily removed, and the removed transparent corrugated tube 35 will... The tube hangs down, creating an insertion gap. A hand is inserted through this gap into the box to manipulate the spinal model, causing it to bend and deform accordingly. This bending deformation includes changes in the horizontal and vertical positions of the vertebral model 11. Then, the detached connection at the upper end of the transparent corrugated tube 35 is reconnected to the top shell 36. At this point, the top shell 36 and bottom shell 37 tilt and twist due to the bending deformation of the spinal model. The transparent corrugated tube 35 connecting the top shell 36 and bottom shell 37 undergoes corresponding deformation, reflecting abnormal deformation trends outside the body. Medical students can establish a preliminary connection based on the observed bending deformation of the spinal model and the abnormal deformation trends reflected by the transparent corrugated tube 35, which is more conducive to learning about scoliosis. The zipper structure 38 not only enables a detachable connection between the upper end of the transparent corrugated tube 35 and the top shell 36, but also ensures that the connection position of the transparent corrugated tube 35 does not change with each disassembly and reassembly, thus ensuring that the corrugated tube can stably reflect abnormal deformation trends outside the body. The base plate 4 provides stable support for the spinal model, which is beneficial for the representation of scoliosis. The height adjustment screw 41 can level the base plate 4 to ensure that the spinal model does not tilt when it is in the normal physiological curvature, thus avoiding interference with the judgment of scoliosis. The spinal model passes through through holes A 361 and B 376; through holes A 361 and B 376 allow the corresponding vertebral models 11 to make corresponding displacements and deflections, which is more conducive to simulating scoliosis.

[0028] Example 2: See Figure 7-10Embodiment 2 is basically the same as Embodiment 1, and the similarities will not be repeated. The difference is that: an upward-facing laser rangefinder 374 is installed on the bottom shell 37; the laser rangefinder 374 is located inside the inner retaining ring 371 and is evenly distributed around the inner retaining ring 371; a light strip 375 that cooperates with the laser rangefinder 374 is provided between the inner retaining ring 371 and the outer retaining ring 372; the evenly distributed laser rangefinder 374 measures the distance to the corresponding position of the top shell 36; the light strip 375 extending to both sides of the laser rangefinder 374 is controlled according to the measured distance; an initial distance is set, and as the top shell 36 and bottom shell... The tilt of 37 causes a change in the distance measured by the laser rangefinder 374; when the distance measured by the laser rangefinder 374 is greater than the initial distance, either a specific color bulb 111 of the light strip 375 is lit up or the brightness of the light strip 375 is increased; when the distance measured by the laser rangefinder 374 is less than the initial distance, either another specific color bulb 111 of the light strip 375 is lit up or the brightness of the light strip 375 is decreased; the light emitted from the light strip 375 passes through the transparent corrugated tube 35 upwards; the laser rangefinder 374 and the light strip 375 work together to facilitate the display of abnormal external conditions of scoliosis and the restoration of a normal physiological curve in the spinal model.

[0029] Example 3: An operation method of the scoliosis simulation teaching aid described in Example 1 includes the following steps: ① Observe the scoliosis simulation teaching aid under the normal physiological curve. Observe each box; the top shell 36 and bottom shell 37 of each box correspond vertically, and the transparent corrugated tube 35 is in a vertical state; observe the spinal model through the transparent corrugated tube 35; the spinal model is in the normal physiological curve of the spine; observe the scoliosis simulation teaching aid under the normal physiological curve, and compare it with the scoliosis simulation teaching aid after adjustment. ②Scoliosis simulation adjustment Based on the target of the scoliosis simulation, the upper part of the transparent corrugated tube 35 is partially disconnected from the corresponding box to form an insertion gap. A hand is inserted into the box through the insertion gap, and the vertebral model 11 is manipulated to cause the gooseneck rod 2 to bend and deform accordingly until the entire spinal model is close to the target of the scoliosis to be simulated. The hand is withdrawn from the insertion gap, and the connection between the upper part of the transparent corrugated tube 35 and the top shell 36 is re-established. The upper part of the transparent corrugated tube 35 is still connected to the original position. The side of the transparent corrugated tube 35 deforms accordingly with the top shell 36 and the bottom shell 37, which can reflect the abnormal change trend in the outside. ③ Compare the state of the transparent corrugated tube 35 in step ① with the state of the transparent corrugated tube 35 in step ②. ④ Restore the spinal model to a normal physiological curve Based on the normal physiological curve of the spine, the upper part of the transparent corrugated tube 35 and the top shell 36 are partially disconnected from the corresponding box body to form an insertion gap; a hand is inserted into the box body through the insertion gap, and the vertebral model 11 is manipulated to make the gooseneck rod 2 bend and deform accordingly until the spine model is in the normal physiological curve of the spine; the hand is withdrawn from the insertion gap, and the connection between the upper part of the transparent corrugated tube 35 and the top shell 36 is re-established; the upper part of the transparent corrugated tube 35 is still in the original connection position; the corresponding side of the transparent corrugated tube 35 is restored to the vertical state in step ①.

Claims

1. A scoliosis simulation teaching aid, comprising a spinal model, a gooseneck rod, and an outer casing; the spinal model comprises sequentially connected vertebral models, divided into cervical, thoracic, lumbar, and sacral segments; the gooseneck rod runs through each vertebral model according to the physiological curve of the spine and is fixedly connected to the vertebral models; characterized in that, The outer casing includes cervical vertebrae, thoracic vertebrae, lumbar vertebrae, and sacral vertebrae, which are respectively placed on the outside of the cervical, thoracic, lumbar, and sacral segments. Each casing includes a transparent corrugated tube and a horizontally arranged top and bottom shell. The spinal model passes through the middle of the top and bottom shells. The gooseneck rod passes through the top and bottom shells and is fixed to them respectively. The lower end of the transparent corrugated tube is connected to the edge of the bottom shell, and the upper end is detachably connected to the corresponding parts of the top and bottom shell edges.

2. The scoliosis simulation teaching aid according to claim 1, characterized in that: The upper end of the transparent corrugated tube and the edge of the top shell are equipped with a zipper structure.

3. The scoliosis simulation teaching aid according to claim 1, characterized in that: It also includes a base plate; the bottom shell of the sacral box is integrated with the base plate; the lower end of the sacral segment and the lower end of the gooseneck rod are both fixed to the base plate.

4. The scoliosis simulation teaching aid according to claim 3, characterized in that: The base plate has height adjustment screws at its four corners; the height adjustment screws are threaded into the base plate.

5. The scoliosis simulation teaching aid according to claim 1, characterized in that: An inner retaining ring, an outer retaining ring, and rivets extend upward from the edge of the bottom shell; the lower end of a transparent corrugated tube is inserted between the inner and outer retaining rings; rivets pass through the inner retaining ring, the outer retaining ring, and the lower end of the transparent corrugated tube; rivets are evenly distributed around the outer retaining ring.

6. The scoliosis simulation teaching aid according to claim 1, characterized in that: The front of the vertebral model has symmetrically placed forward-facing light bulbs.

7. The scoliosis simulation teaching aid according to claim 1, characterized in that: The top shell has a through hole A that matches the vertebral model connected to the top shell; the vertebral model connected to the top shell passes through through hole A; the bottom shell has a through hole B that matches the vertebral model connected to the bottom shell; the vertebral model connected to the bottom shell passes through through hole B.

8. The scoliosis simulation teaching aid according to claim 7, characterized in that: The outer casing also has a square crossbar A and a square crossbar B; the square crossbar A passes through the edge of the top shell and connects with the corresponding vertebral model; the square crossbar B passes through the edge of the bottom shell and connects with the corresponding vertebral model.

9. A method for operating the scoliosis simulation teaching aid according to claim 1, characterized in that: Includes the following steps: ① Observe the scoliosis simulation teaching aid under the normal physiological curve. Observe each box; the top and bottom shells of each box correspond vertically, and the transparent corrugated tube is in a vertical position; observe the spinal model through the transparent corrugated tube; the spinal model is in the normal physiological curve of the spine; ②Scoliosis Simulation Adjustment Based on the target of the scoliosis simulation, the upper part of the transparent corrugated tube and the top shell of the corresponding box are removed to form an insertion gap. Insert your hand into the box through the probe opening and manipulate the vertebral model to bend and deform the gooseneck rod accordingly until the entire spine model approaches the target of scoliosis to be simulated; withdraw your hand from the probe opening and re-establish the connection between the upper end of the transparent corrugated tube and the top shell; the upper end of the transparent corrugated tube remains connected to the original position; the side of the transparent corrugated tube deforms accordingly along with the top and bottom shells. ③ Compare the state of the transparent corrugated pipe in step ① with the state of the transparent corrugated pipe in step ②. ④ Restore the spinal model to a normal physiological curve Based on the normal physiological curve of the spine, select the corresponding box and dismantle the part of the connection between the upper end of the transparent corrugated tube and the top shell to form an insertion gap. Insert your hand into the box through the probe opening and manipulate the vertebral model to bend and deform the gooseneck rod until the spinal model is in the normal physiological curve of the spine. Withdraw your hand from the probe opening and re-establish the connection between the upper end of the transparent corrugated tube and the top shell. The upper end of the transparent corrugated tube remains in the original connection position. The corresponding side of the transparent corrugated tube returns to the vertical state in step ①.

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