Waveform stereoscopic electrocardiogram teaching demonstration device and method

Abstract

The application relates to the field of medical education, and particularly discloses a waveform stereoscopic electrocardiogram teaching demonstration device and method, which comprises a data processing unit and a physical teaching aid; the data processing unit receives two-dimensional electrocardiogram waveform data and converts the two-dimensional electrocardiogram waveform data into a three-dimensional digital model through a three-dimensional modeling algorithm; the physical teaching aid is integrally formed through 3D printing based on the model, the configuration of the physical teaching aid maps the voltage amplitude to the height and maps the time axis to the length, so that the waveform becomes a three-dimensional structure which can be observed and touched; the method comprises the following steps: acquiring electrocardiogram waveform data, performing three-dimensional coordinate mapping and model generation, and finally applying the physical teaching aid to teaching demonstration after the physical teaching aid is manufactured through color 3D printing after structure optimization; the abstract electrocardiogram waveform is converted into an intuitive three-dimensional entity, the multi-sensory teaching mode combining vision and touch is used, and the intuitiveness, contrast and memory depth of electrocardiogram morphology learning are significantly improved.

Description

Technical Field

[0001] This invention belongs to the field of medical education, specifically a teaching demonstration device and method for electrocardiogram based on waveform three-dimensionality. Background Technology

[0002] In medical education and clinical training, electrocardiogram (ECG) interpretation is a core and fundamental skill. An ECG records the potential difference generated on the body surface by the heart's electrical activity, reflecting the heart's rhythm, conduction, and myocardial state in the form of a two-dimensional waveform curve. It is an important tool for diagnosing cardiac diseases such as arrhythmias, myocardial ischemia, and myocardial infarction. Its waveform consists of characteristic segments such as the P wave, QRS complex, and T wave; the morphology, duration, amplitude, and interrelationships of each segment have specific clinical significance.

[0003] However, traditional electrocardiogram (ECG) instruction primarily relies on two-dimensional diagrams or screen displays. Learners need to understand and construct the spatiotemporal process of cardiac electrical activity from planar, abstract curves, a process highly dependent on spatial imagination and accumulated experience. For beginners, the conduction sequence of cardiac electrical signals in two-dimensional waveforms, the spatial differences in voltage intensity, and the overlapping and separation relationships of multiple waveforms in complex arrhythmias often make it difficult to intuitively establish a three-dimensional understanding. This "from abstract to abstract" teaching model becomes a significant obstacle to accurately and efficiently mastering ECG reading skills, and also makes it difficult to achieve in-depth comparison and tactile experience of pathological morphology in teaching. Summary of the Invention

[0004] To address the aforementioned technical problems, this invention provides a waveform-based three-dimensional electrocardiogram (ECG) teaching demonstration device and method, which solves the problems of existing ECG teaching relying on two-dimensional planar diagrams, lacking intuitive three-dimensional perception and tactile feedback, leading to difficulties in understanding waveform features and low teaching efficiency.

[0005] This invention provides a teaching demonstration device for electrocardiogram waveforms based on 3D printing, including a data processing unit and physical teaching aids;

[0006] The data processing unit is used to receive two-dimensional electrocardiogram waveform data and convert the waveform data into a three-dimensional digital model through a three-dimensional modeling algorithm.

[0007] The physical teaching aid is based on the three-dimensional digital model and is integrally molded using 3D printing technology. Its configuration maps the voltage amplitude of the two-dimensional electrocardiogram waveform to the physical height and the time axis to the physical length, thereby making the two-dimensional waveform curve present as a tangible and observable three-dimensional structure.

[0008] Preferably, the two-dimensional electrocardiogram waveform data includes one or more case waveforms of normal sinus rhythm, ventricular fibrillation, myocardial infarction, various premature beats, various tachycardias, and various conduction blocks.

[0009] Preferably, the surface of the physical teaching aid is provided with physical raised marks or color partitions corresponding to the three-dimensional digital model, for identifying waveform feature points or pathological areas.

[0010] This invention also provides a teaching method for physicalizing electrocardiogram waveforms based on 3D printing, comprising the following steps:

[0011] S10, acquire two-dimensional electrocardiogram waveform data from an electrocardiogram database or clinically collected data, including normal sinus rhythm waveforms and at least one arrhythmia waveform or myocardial abnormality waveform;

[0012] S20, Data preprocessing and 3D coordinate mapping: The acquired waveform data is preprocessed to extract and normalize its voltage-time series data; the voltage-time series data is mapped into 3D spatial coordinate data, wherein the X coordinate is determined by the time series value and represents the length of the entity model, and the Z coordinate is determined by the voltage amplitude value and represents the height of the entity model;

[0013] S30, 3D model generation and optimization: Generate a 3D waveform model based on the 3D spatial coordinate data, and perform structural reinforcement design optimization on the model;

[0014] S40, Physical Teaching Aid Printing and Production: Based on the optimized 3D model, physical electrocardiogram waveform teaching aids are manufactured using 3D printing technology;

[0015] S50, Teaching Demonstration Application: Using the physical teaching aids for demonstration and explanation during the teaching process.

[0016] Preferably, in step S10, the arrhythmia or myocardial abnormality waveform is one or more of the following: ventricular fibrillation waveform, typical changes in myocardial infarction waveform, premature ventricular contraction waveform, and atrioventricular block waveform.

[0017] Preferably, in step S20, the mapping to three-dimensional spatial coordinate data specifically involves:

[0018] X-coordinate = Time series value * First scaling factor;

[0019] Z-coordinate = Voltage amplitude value * Second proportional coefficient;

[0020] The second scaling factor is an adjustable parameter used to enhance the high-resolution representation of key bands in the physical model.

[0021] Preferably, in step S30, the structural reinforcement design optimization includes generating a support base plate below the three-dimensional waveform model, or generating a support grid structure inside it.

[0022] Preferably, in step S40, 3D printing is performed using colored printing material so that different wavelengths of the physical teaching aid exhibit distinct colors.

[0023] This invention also provides a method for generating a three-dimensional digital model of an electrocardiogram waveform, comprising:

[0024] Receive two-dimensional electrocardiogram waveform data;

[0025] Perform the three-dimensional coordinate mapping steps described above to obtain three-dimensional spatial coordinate data;

[0026] Based on the three-dimensional spatial coordinate data, the three-dimensional model generation and optimization steps described above are performed to obtain a three-dimensional waveform model for 3D printing.

[0027] The present invention also provides an electronic device, including a memory and a processor;

[0028] The memory is used to store computer programs;

[0029] The processor is used to execute the computer program in the memory to implement the method for generating a three-dimensional digital model of an electrocardiogram waveform as described above.

[0030] Compared with the prior art, the present invention has the following beneficial effects:

[0031] By transforming abstract two-dimensional electrocardiogram waveform data into a three-dimensional digital model through a specific algorithm, and finally presenting it in the form of physical teaching aids, a paradigm shift in electrocardiogram teaching from planar cognition to three-dimensional perception has been achieved. This method effectively solves the pain points of traditional teaching, such as the difficulty in intuitively understanding waveforms, the lack of spatial correspondence of morphological features, and the boring and abstract learning process.

[0032] Specifically, this invention first maps the time axis and voltage axis of an electrocardiogram (ECG) to the length and height of a physical model, respectively. This transforms the waveform curves, which were originally only visually recognizable, into physical objects whose undulating structures can be directly felt through touch. Learners can touch the regular fluctuations of a normal heart rhythm and perceive the unique morphological differences of various arrhythmias, myocardial infarction, and other abnormal waveforms by comparison. This multi-sensory learning method greatly deepens the understanding and memory of the spatial characteristics of pathological changes in an ECG. Attached Figure Description

[0033] Figure 1 This is a schematic diagram of the overall structure of the present invention;

[0034] Figure 2 This is a schematic diagram of the physical structure of the 3D-printed electrocardiogram waveform of the present invention;

[0035] Figure 3 This is a schematic diagram of the method flow of the present invention.

[0036] In the diagram: 100, data processing unit; 200, physical teaching aids. Detailed Implementation

[0037] The technical solutions of the embodiments of the present invention will be clearly and completely described below with reference to the accompanying drawings. Obviously, the described embodiments are only some embodiments of the present invention, and not all embodiments. Based on the embodiments of the present invention, all other embodiments obtained by those skilled in the art without creative effort are within the scope of protection of the present invention.

[0038] Example 1: A 3D-printed teaching demonstration device for physicalizing electrocardiogram waveforms

[0039] This embodiment provides a teaching demonstration device. Figure 1 This is a schematic diagram of the device structure provided in Embodiment 1 of the present invention, as shown below. Figure 1 As shown, the device mainly includes two core parts: a data processing unit 100 and a physical teaching aid 200. The two are physically separable and are linked through data files (such as .STL files).

[0040] The data processing unit 100 is a general-purpose computer, workstation, or dedicated embedded device. It includes an input interface, a central processing unit (CPU), a memory, and an output interface. The input interface receives two-dimensional electrocardiogram waveform data (e.g., .DAT, .XML, .txt formats) from an electrocardiograph, database, or network. The memory stores three-dimensional modeling software. The CPU runs this software to convert the two-dimensional waveform data into a three-dimensional digital model. The output interface transmits the generated three-dimensional model file to a 3D printer.

[0041] like Figure 2 As shown, the physical teaching aid 200 is a physical entity integrally formed using 3D printing technology (such as fused deposition modeling or photopolymerization). Its geometry is entirely defined by the three-dimensional digital model generated by the data processing unit 100. The physical structure of this teaching aid intuitively reflects the original electrocardiogram: its extension along its length (X-axis) corresponds to the time axis of the electrocardiogram sheet; the height of its surface undulations in the vertical direction (Z-axis) corresponds to the voltage amplitude of the electrocardiogram sheet. Thus, an abstract waveform curve is transformed into a three-dimensional object that can be held in the hand, observed from various angles, and whose undulating structure can be felt by touch.

[0042] The data processing unit 100 receives and processes two-dimensional electrocardiogram waveform data, which can be selected from (but not limited to) the following common clinical types: normal sinus rhythm waveforms, ventricular fibrillation waveforms, characteristic waveforms of myocardial infarction (such as anterior wall and inferior wall), various premature beats (atrial and ventricular), various tachycardias (supraventricular and ventricular), and various conduction blocks (first-degree, second-degree, and third-degree atrioventricular block). For each type, a corresponding physical teaching aid 200 can be generated for comparative teaching.

[0043] In a preferred embodiment, the surface of the physical teaching aid 200 can enhance the teaching effect in two ways:

[0044] Physical bump marking scheme: During the 3D printing model design stage, add tiny hemispherical bumps to the model surface at key feature points (such as P-wave peaks, R-wave peaks, and ST segment start points).

[0045] Color zoning scheme: Employ multi-color 3D printing technology, or use safe pigments for painting after printing, to make different bands or anomalous areas appear in different colors. For example, print normal QRS complex areas in blue, elevated ST segment areas in red, and anomalous Q wave areas in yellow.

[0046] Example 2: A Teaching Method Based on 3D Printing for Physicalizing Electrocardiogram Waveforms

[0047] This embodiment provides a teaching method based on 3D printing to materialize electrocardiogram waveforms. Figure 3 This is a flowchart of a method provided in Embodiment 2 of the present invention. The method includes the following steps:

[0048] S210: Acquire two-dimensional electrocardiogram waveform data from an electrocardiogram database or clinically collected data.

[0049] Obtain pedagogically relevant waveform data from standard electrocardiogram (ECG) databases (such as the MIT-BIH Arrhythmia Database) or clinical cases. Include one normal sinus rhythm waveform as a baseline control, and at least one abnormal waveform, such as:

[0050] Ventricular fibrillation waveform: used to show irregular, amplitude-varying, disordered fluctuations.

[0051] Waveforms of acute anterior myocardial infarction: used to display the characteristic pathological Q wave, ST segment elevation with upward convexity, and T wave inversion in a continuous three-dimensional pattern.

[0052] Premature ventricular contraction waveform: used to demonstrate the significant height and width abnormalities of its wide and distorted QRS complex on the solid model.

[0053] Third-degree atrioventricular block waveform: used to demonstrate the three-dimensional structure where the P wave and QRS complex are completely separated and have independent rhythms.

[0054] S220, Data preprocessing and 3D coordinate mapping.

[0055] The original waveform data is denoised and baseline drift corrected to extract a clean voltage-time series. ;

[0056] Execute the core mapping algorithm;

[0057] In a specific implementation, the mapping formula is:

[0058]

[0059]

[0060] in, and It is the first The time and voltage values ​​at each sampling point. It is the first scaling factor, which determines the length of the model; This is the second proportionality coefficient, which can be a variable coefficient for emphasis in teaching; for example, in the ST segment interval that needs to be observed in detail, [the coefficient will be increased]. Setting it to 1.5 times the normal value enhances the height representation of this band in the physical model, making pathological features more prominent.

[0061] S230, 3D model generation and optimization.

[0062] A series of calculations Connect the coordinate points to form a spatial curve; using this curve as the central path and a circle with a preset diameter (e.g., 5mm) as the cross section, perform a lofting operation to generate a preliminary three-dimensional model of a "wave-shaped cylinder".

[0063] To ensure printing success rate and the sturdiness of the teaching aids, structural reinforcement design optimization is necessary:

[0064] Option A (Supporting Base Plate): Generate a rectangular plate with a thickness of 2mm at the bottom of the model to "lift" the entire waveform structure and prevent the slender parts from deforming or breaking.

[0065] Option B (Internal Mesh): The solid parts of the model are hollowed out, the outer shell is retained, and the inside is filled with a lightweight honeycomb support mesh, which reduces weight and saves materials while ensuring strength.

[0066] S240, Printing and production of physical teaching aids.

[0067] Import the optimized .STL model file into the 3D printer slicing software;

[0068] The key parameter settings are as follows:

[0069] Materials: Select easily colored PLA wires with good toughness, or photosensitive resin with stronger detail expression.

[0070] Printing method: Use multi-material printing or pause color change function to distinguish colors of different bands; for example, set the printer to pause after printing QRS bands and switch to red line to continue printing ST bands.

[0071] Post-processing: After printing, remove the support structure and polish the surface to enhance the tactile feel.

[0072] S250, teaching demonstration application.

[0073] In classroom teaching or clinical training, teachers use physical teaching aids to explain concepts.

[0074] Comparative teaching: Display the teaching aids for "normal sinus rhythm" and "myocardial infarction" side by side to allow students to visually compare the three-dimensional differences in ST segment morphology.

[0075] Tactile exploration: Have students close their eyes and touch the teaching aids to feel the "chaotic fluctuations" of atrial fibrillation waveforms and the "regular rhythm" of normal waveforms through their fingertips, thus deepening their muscle memory.

[0076] Spatial analysis: Observe the teaching aids from different angles such as top and side to understand the front-to-back positional relationship of the overlapping waveforms on the two-dimensional drawing in three-dimensional space.

[0077] Example 3: Method and Electronic Equipment for Generating Three-Dimensional Digital Models of Electrocardiogram Waveforms

[0078] Model Generation Method: An independent method for generating a 3D digital model of an electrocardiogram (ECG) waveform, implemented by a software module. This method first receives 2D ECG waveform data via an interface (such as file upload or network transmission); then, it calls and executes the mapping algorithm described in Example 2 to calculate 3D spatial point cloud data; finally, it calls and executes the model generation and optimization algorithm described in Example 2 to generate a robust .STL format 3D model file that can be directly used for 3D printing. This method encapsulates the key transformation steps from data to a printable model.

[0079] Electronic device: A dedicated device for implementing the above-described model generation method; the device includes at least one processor (such as a CPU), a memory (such as a hard disk or RAM), and a computer program stored on the memory and executable on the processor; when the program is executed by the processor, the control device completes the entire process of "receiving data - coordinate mapping - modeling optimization" and outputs a three-dimensional model file; the device can be a local computer or a cloud server, receiving remotely uploaded electrocardiogram data and returning a printable model file.

[0080] The embodiments of the present invention are given for the purposes of illustration and description. Although embodiments of the present invention have been shown and described above, it is understood that the above embodiments are exemplary and should not be construed as limiting the present invention. Any changes, modifications, substitutions and variations made by those skilled in the art to the above embodiments within the scope of the present invention should be included within the protection scope of the present invention.

Claims

1. A teaching demonstration device for physicalizing electrocardiogram waveforms based on 3D printing, characterized in that, Includes data processing units and physical teaching aids; The data processing unit is used to receive two-dimensional electrocardiogram waveform data and convert the waveform data into a three-dimensional digital model through a three-dimensional modeling algorithm. The physical teaching aid is based on the three-dimensional digital model and is integrally molded using 3D printing technology. Its configuration maps the voltage amplitude of the two-dimensional electrocardiogram waveform to the physical height and the time axis to the physical length, thereby making the two-dimensional waveform curve present as a tangible and observable three-dimensional structure.

2. The apparatus according to claim 1, characterized in that, The two-dimensional electrocardiogram waveform data includes one or more case waveforms from normal sinus rhythm, ventricular fibrillation, myocardial infarction, various premature beats, various tachycardias, and various conduction blocks.

3. The apparatus according to claim 1, characterized in that, The surface of the physical teaching aid is provided with physical raised marks or color partitions corresponding to the three-dimensional digital model, which are used to identify waveform feature points or pathological areas.

4. A teaching method for physicalizing electrocardiogram waveforms based on 3D printing, characterized in that, Includes the following steps: S10, acquire two-dimensional electrocardiogram waveform data from an electrocardiogram database or clinically collected data, including normal sinus rhythm waveforms and at least one arrhythmia waveform or myocardial abnormality waveform; S20, Data preprocessing and 3D coordinate mapping: The acquired waveform data is preprocessed to extract and normalize its voltage-time series data; the voltage-time series data is mapped into 3D spatial coordinate data, wherein the X coordinate is determined by the time series value and represents the length of the entity model, and the Z coordinate is determined by the voltage amplitude value and represents the height of the entity model; S30, 3D model generation and optimization: Generate a 3D waveform model based on the 3D spatial coordinate data, and perform structural reinforcement design optimization on the model; S40, Physical Teaching Aid Printing and Production: Based on the optimized 3D model, physical electrocardiogram waveform teaching aids are manufactured using 3D printing technology; S50, Teaching Demonstration Application: Using the physical teaching aids for demonstration and explanation during the teaching process.

5. The method according to claim 4, characterized in that, In step S10, the arrhythmia or myocardial abnormality waveform is one or more of the following: ventricular fibrillation waveform, typical changes in myocardial infarction waveform, premature ventricular contraction waveform, and atrioventricular block waveform.

6. The method according to claim 4, characterized in that, In step S20, the mapping to three-dimensional spatial coordinate data specifically involves: X-coordinate = Time series value * First scaling factor; Z-coordinate = Voltage amplitude value * Second proportional coefficient; The second scaling factor is an adjustable parameter used to enhance the high-resolution representation of key bands in the physical model.

7. The method according to claim 4, characterized in that, In step S30, the structural reinforcement design optimization includes generating a support base plate below the three-dimensional waveform model, or generating a support grid structure inside it.

8. The method according to claim 4, characterized in that, In step S40, 3D printing is performed using colored printing material to make different bands of the physical teaching aid appear in different colors.

9. A method for generating a three-dimensional digital model of an electrocardiogram waveform, characterized in that, include: Receive two-dimensional electrocardiogram waveform data; Perform the three-dimensional coordinate mapping steps as described in claim 6 to obtain three-dimensional spatial coordinate data; Based on the three-dimensional spatial coordinate data, the three-dimensional model generation and optimization steps as described in claim 7 are performed to obtain a three-dimensional waveform model for 3D printing.

10. An electronic device, characterized in that, Including memory and processor; The memory is used to store computer programs; The processor is used to execute the computer program in the memory to implement the method for generating a three-dimensional digital model of an electrocardiogram waveform as described in claim 9.

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