Teaching aid for teaching osteofascia compartment syndrome

Abstract

The utility model relates to a teaching aid for teaching osteofascia compartment syndrome. Comprising a shank model and a foot model, and the shank model is cylindrical; a strip-shaped window is formed in the middle of the front portion of the shank model, a shank skin is arranged on the strip-shaped window, a supporting and expanding assembly for supporting and releasing the shank skin is installed in the shank model and behind the strip-shaped window, and a manual pressing assembly for operating the supporting and expanding assembly is further installed at the top of the shank model; a pulse rubber tube is arranged at the instep position of the foot model, and a pneumatic pulse assembly which intermittently supplies air to the pulse rubber tube through an air supply rubber tube and enables the pulse rubber tube to intermittently expand so as to simulate the instep pulse is installed in the shank model. A cushion block is further installed in the shank model and behind the expanding assembly, the air supply rubber pipe is located between the expanding assembly and the cushion block, and in the expanding state, the air supply rubber pipe is extruded to cut off an air path. According to the utility model, typical characteristic changes during disease development can be dynamically demonstrated, and the teaching effect is improved.

Description

Technical Field

[0001] This utility model belongs to the field of demonstration teaching aids technology, and in particular relates to a teaching aid for teaching compartment syndrome. Background Technology

[0002] Compartment syndrome presents with complex clinical manifestations. Early symptoms include swelling, flushed skin, elevated skin temperature, and weakened dorsalis pedis artery pulsation. As the disease progresses, the swelling intensifies, the skin changes from purplish to pale, then cyanotic, and may even develop a marbled appearance, disappearance of the dorsalis pedis artery, and decreased skin temperature. Clinical teaching often utilizes teaching aids that demonstrate the typical characteristics of compartment syndrome development, allowing trainees to understand and learn about its progression. However, existing teaching aids typically only provide static demonstrations, limiting their effectiveness and preventing trainees from grasping the dynamic progression of the disease.

[0003] In summary, there is a need to develop and design a new teaching aid for compartment syndrome that can dynamically demonstrate the typical characteristic changes during the progression of the disease, thereby improving teaching effectiveness. Utility Model Content

[0004] The purpose of this invention is to provide a teaching aid for compartment syndrome, which can dynamically demonstrate the typical characteristic changes during the progression of the disease and improve teaching effectiveness.

[0005] The technical solution adopted by this utility model is as follows: a teaching aid for teaching compartment syndrome, including a lower leg model and a foot model, wherein the lower leg model is cylindrical; a strip window is provided in the middle of the front part of the lower leg model and a lower leg skin is provided on the strip window; an expansion component for expanding and releasing the lower leg skin is installed inside the lower leg model and behind the strip window; a manual pressing component for operating the expansion component is also installed on the top of the lower leg model; a pulse tube is provided at the dorsum of the foot of the foot model; a pneumatic pulse component is installed inside the lower leg model to intermittently supply air to the pulse tube through an air supply tube, causing the pulse tube to intermittently expand to simulate the dorsum of the foot pulse; a pad is also installed inside the lower leg model and behind the expansion component, with the air supply tube located between the expansion component and the pad; when in the expansion state, the air supply tube is squeezed and the air path is cut off.

[0006] Preferably, the expansion assembly includes a guide rod installed on the front wall of the lower leg model, a rubber column on the guide rod, the guide rod being located in the center hole of the rubber column, a sliding sleeve above the rubber column and a sliding plate installed behind the sliding sleeve. Manually pressing the assembly forces the sliding plate to move downward, causing the sliding sleeve to squeeze the rubber column downward, making it shorter and thicker, thereby expanding the lower leg skin.

[0007] Preferably, the manual pressing component includes a pivot mounted on the top of the calf model, a handle located behind the pivot, and a pressure arm located at the bottom of the pivot, with the lower end of the pressure arm abutting against the upper rear of the sliding plate.

[0008] Preferably, the pneumatic pulse assembly includes a motor and an airbag. An eccentric pressure block is mounted on the output shaft of the motor. The end of the air delivery hose is connected to the outlet of the airbag. The motor drives the eccentric pressure block to rotate, causing the eccentric pressure block to act on the airbag intermittently.

[0009] Preferably, the foot model has a foot skin and the pulse tube is located under the skin.

[0010] Preferably, a clamping part is provided at the bottom of the lower leg model, a base sleeve is provided above the rear part of the foot model, and a connecting tube is also provided, with the upper end of the connecting tube located inside the clamping part and the lower end of the connecting tube located inside the base sleeve.

[0011] Preferably, a viewing window is provided on the side of the lower leg model, through which the rubber column, eccentric pressure block, and airbag can be observed.

[0012] Preferably, it also includes a teaching aid support, which includes a base and a support rod; a support arm is provided in the middle of the support rod and the lower leg model is fixedly connected to the front end of the support arm; a support block is installed on the base, and a support plate is installed at the bottom of the foot model, with the rear of the support plate fixedly connected to the support block.

[0013] The advantages and positive effects of this utility model are:

[0014] This invention provides a teaching aid for compartment syndrome. Compared with existing static demonstration teaching aids, this invention has a dynamic teaching function. When the expansion component is manually pressed, it causes a change in shape. The expanded component in the expanded state stretches the skin of the lower leg, causing the skin to thin and the area of ​​the lower leg to appear more swollen. This demonstrates the progression of compartment syndrome, with the limb becoming more swollen and the skin turning pale and cyanotic. When the shape of the expansion component changes, the air delivery tube used to deliver air to the pulse tube is simultaneously squeezed and cut off, making it impossible to continue sensing the dorsalis pedis pulse through the pulse tube. This demonstrates the disappearance of the dorsalis pedis artery as compartment syndrome progresses. Therefore, this teaching aid can improve the teaching effect by dynamically demonstrating the typical characteristics of disease progression. Attached Figure Description

[0015] Figure 1 This is a schematic diagram of the main perspective structure of this utility model;

[0016] Figure 2 This is a three-dimensional structural diagram of the main body of this utility model;

[0017] Figure 3 yes Figure 1 A schematic diagram of the structure of the central expansion assembly and the manual pressing assembly.

[0018] In the picture:

[0019] 1. Handle; 2. Rotating shaft; 3. Pressure arm; 4. Sliding plate; 5. Motor; 6. Eccentric pressure block; 7. Airbag; 8. Pad block; 9. Lower leg model; 10. Guide rod; 11. Sliding sleeve; 12. Viewing window; 13. Rubber column; 14. Lower leg skin; 15. Clamping part; 16. Pulse hose; 17. Foot skin; 18. Connecting pipe; 19. Base sleeve; 20. Foot model; 21. Support plate; 22. Support block; 23. Teaching aid bracket; 24. Switch; 25. Power supply line; 26. Air supply hose. Detailed Implementation

[0020] To further understand the invention content, features and effects of this utility model, the following embodiments are provided in detail.

[0021] Please see Figure 1 and Figure 2 The teaching aid for compartment syndrome of this utility model includes a lower leg model 9 and a foot model 20. The lower leg model 9 is cylindrical, i.e., hollow structure, and the foot model 20 is a solid model. The lower leg model 9 and the foot model 20 can be made of rigid plastic parts and are injection molded separately.

[0022] In this embodiment, a clamping part 15 is provided at the bottom of the lower leg model 9, and a base sleeve 19 is provided above the rear of the foot model 20. A connecting tube 18 is also included, with its upper end located inside the clamping part 15 and its lower end located inside the base sleeve 19. Specifically, as follows... Figure 2 As shown, the clamping part 15 has a slit and connecting plates on both sides of the slit. These two connecting plates are fixedly connected by bolts. The upper end of the connecting tube 18 is inserted into the clamping part 15 and the bolts are tightened, thus the upper end of the connecting tube 18 is clamped and fixed by the clamping part 15. A threaded sleeve is provided on the side wall of the base sleeve 19, and a locking screw is provided inside the threaded sleeve. The lower end of the connecting tube 18 is inserted into the base sleeve 19 and the locking screws are tightened, thus the lower end of the connecting tube 18 is fixedly connected to the base sleeve 19. In this way, the lower leg model 9 and the foot model 20 have a structural relationship that allows for disassembly and assembly.

[0023] A strip-shaped window is located in the middle of the front part of the lower leg model 9, and a lower leg skin 14 is installed on the strip-shaped window. An expansion component for inflating and deflating the lower leg skin 14 is installed inside the lower leg model 9, behind the strip-shaped window. A manual pressing component for operating the expansion component is also installed at the top of the lower leg model 9. The lower leg skin 14 is a thin, dark red rubber sheet, reflecting the flushed skin color in the early stages of compartment syndrome. The lower leg skin 14 is attached to the strip-shaped window by adhesive. When the internal expansion component expands the lower leg skin 14, the lower leg skin 14 is pushed outwards, becoming thinner and changing color. Simultaneously, the area of ​​the lower leg skin 14 becomes more swollen and harder, reflecting the increased swelling and pale, cyanotic skin changes in the later stages of compartment syndrome. When the expansion effect disappears, the lower leg skin 14 returns to its original state under elastic force.

[0024] Please see Figure 3 It can be seen that:

[0025] The expansion assembly includes a guide rod 10 mounted on the front wall of the lower leg model 9, with a rubber column 13 mounted on the guide rod 10. The guide rod 10 is located within the central hole of the rubber column 13. A sliding sleeve 11 is mounted above the rubber column 13, and a sliding plate 4 is mounted behind the sliding sleeve 11. Manually pressing the assembly forces the sliding plate 4 downward, causing the sliding sleeve 11 to move downward along the guide rod 10. The sliding sleeve 11 then presses down on the rubber column 13, making it shorter and thicker, thus expanding the lower leg skin 14. When the pressure exerted by the manual pressing assembly on the sliding plate 4 disappears, the rubber column 13 returns to its original state under its own elastic force, and the expansion effect on the lower leg skin 14 disappears.

[0026] The manual pressing component includes a pivot 2 mounted on the top of the lower leg model 9, a handle 1 located behind the pivot 2, and a pressure arm 3 located at the bottom of the pivot 2. The lower end of the pressure arm 3 rests against the upper rear of the sliding plate 4. When the handle 1 is pressed down, the pressure arm 3 rotates counterclockwise as shown in the figure, thus applying downward pressure to the sliding plate 4. The sliding sleeve 11 then compresses the rubber column 13 downward, making it shorter and thicker. When the handle 1 is released or lifted upward, the pressure on the sliding plate 4 disappears, and the rubber column 13 gradually returns to its original shape under its own elasticity.

[0027] A pulse tube 16 is provided at the dorsum of the foot in the foot model 20. Inside the lower leg model 9, a pneumatic pulse assembly is installed to intermittently inflate the pulse tube 16 via an air supply tube 26 to mimic the dorsum of the foot pulse. Inside the lower leg model 9, behind the expansion assembly, a pad 8 is also installed, with the air supply tube 26 located between the expansion assembly and the pad 8. Specifically, the air supply tube 26 is located between the lower part of the rubber column 13 and the pad 8. When in the expansion state, the air supply tube 26 is squeezed between the rubber column 13 and the pad 8, thus cutting off the air passage. The pneumatic pulse generated by the pneumatic pulse assembly cannot reach the pulse tube 16, resulting in the disappearance of the dorsum of the foot pulse. This demonstrates the typical characteristic of the disappearance of the dorsalis pedis artery in the later stages of compartment syndrome.

[0028] Both the pulse hose 16 and the air supply hose 26 are elastic hoses that expand moderately when the internal air pressure increases. The wall thickness of the air supply hose 26 is greater than that of the pulse hose 16. This allows the pneumatic pulse to act more effectively on the pulse hose 16 and cause it to expand intermittently when simulating a dorsalis pedis pulse, making the simulated pulse perceptible when the hose is touched. When the air supply hose 26 is compressed and the airway is closed, the pneumatic pulse cannot reach the pulse hose 16, and therefore the simulated pulse cannot be perceived. In this case, the pneumatic pulse acts on the front section of the air supply hose 26, causing the front end of the hose to expand intermittently.

[0029] In this embodiment, the pneumatic pulse assembly includes a motor 5 and an airbag 7. An eccentric pressure block 6 is mounted on the output shaft of the motor 5. The end of the air delivery hose 26 is connected to the outlet of the airbag 7. The motor 5 drives the eccentric pressure block 6 to rotate, causing the eccentric pressure block 6 to intermittently act on the airbag 7. When the eccentric pressure block 6 acts on the airbag 7, the gas inside the airbag 7 is squeezed into the air delivery hose 26. When the eccentric pressure block 6 rotates to a position away from the airbag 7, the rebound gas in the airbag 7 flows back into the airbag 7. The aforementioned intermittent action simulates a pulse beat on the pulse hose 16.

[0030] In this embodiment, a foot skin 17 is provided on the foot model 20, and the pulse tube 16 is located under the skin. The foot skin 17 is made of a thin rubber sheet similar in color to skin, and is fitted onto the foot model 20 to fix the pulse tube 16. At the same time, by placing the pulse tube 16 under the skin, it better simulates the subcutaneous pulse.

[0031] In this embodiment, a viewing window 12 is provided on the side of the lower leg model 9. The rubber column 13, the eccentric pressure block 6, and the airbag 7 can be observed through the viewing window 12. That is, the internal condition can be observed through the viewing window 12. When the rubber column 13, the eccentric pressure block 6, and the airbag 7 have excessive wear or aging problems, they can be disassembled and replaced.

[0032] In this embodiment, a teaching aid support 23 is also included, which comprises a base and a support rod. A support arm is provided in the middle of the support rod, and the lower leg model 9 is fixedly connected to the front end of the support arm. A support block 22 is installed on the base, and a support plate 21 is installed at the bottom of the foot model 20, with the rear of the support plate 21 fixedly connected to the support block 22. In this way, the teaching aid can be stably placed on the table, facilitating teaching operations, explanations, and student observation and learning.

[0033] It also includes a power supply line 25 and a switch 24. The power supply line 25 is connected to the power source, and the switch 24 is used to control the power supply to and from the motor 5.

[0034] Teaching operation method:

[0035] First, observe the characteristics of the early stage of compartment syndrome. At this time, the lower leg skin 14 is dark red, reflecting the skin color of the early stage of symptoms. Since the lower leg skin 14 has not yet been stretched, no obvious swelling will be observed. Start the motor 5 by switching on the switch 24, and the pulse tube 16 will form a simulated dorsalis pedis pulse, which the trainee can feel by touching it. Then, operate the teaching aid to enter the late stage of compartment syndrome. Specifically, press the handle 1 down, and the stretching component will change shape. The rubber column 13 will be squeezed downward and become shorter and thicker, and the lower leg skin 14 will be stretched outward. The color of the stretched lower leg skin 14 will change to a certain extent. From the outside, the area will be more swollen, and when touched, the area will be harder. At the same time, because the air supply tube 26 is squeezed and the air passage is cut off, the simulated dorsalis pedis pulse of the pulse tube 16 will disappear, which the trainee can feel by touching it. After releasing the handle 1 or lifting the handle 1 upward, the teaching aid will gradually return to its original state, completing one teaching session.

Claims

1. A teaching aid for teaching compartment syndrome, characterized in that: The model includes a lower leg model (9) and a foot model (20). The lower leg model (9) is cylindrical. A strip window is provided in the middle of the front part of the lower leg model (9), and a lower leg skin (14) is provided on the strip window. An expansion component for expanding and releasing the lower leg skin (14) is installed inside the lower leg model (9) and behind the strip window. A manual pressing component for operating the expansion component is also installed on the top of the lower leg model (9). The foot model (20) has a foot dorsum position. A pulse tube (16) is provided. Inside the lower leg model (9), a pneumatic pulse assembly is installed to intermittently supply air to the pulse tube (16) through an air supply tube (26) to cause the pulse tube (16) to intermittently expand in order to simulate the pulse on the dorsum of the foot. Inside the lower leg model (9), behind the expansion assembly, a pad (8) is also installed, and the air supply tube (26) is located between the expansion assembly and the pad (8). When in the expansion state, the air supply tube (26) is squeezed and the air passage is cut off.

2. The teaching aid for compartment syndrome as described in claim 1, characterized in that: The expansion assembly includes a guide rod (10) installed on the front wall of the lower leg model (9), a rubber column (13) is provided on the guide rod (10), the guide rod (10) is located in the center hole of the rubber column (13), a sliding sleeve (11) is provided above the rubber column (13), and a sliding plate (4) is installed behind the sliding sleeve (11). The manual pressing assembly forces the sliding plate (4) to move down, causing the sliding sleeve (11) to squeeze the rubber column (13) downward to make it shorter and thicker, thereby expanding the lower leg skin (14).

3. The teaching aid for compartment syndrome as described in claim 2, characterized in that: The manual pressing component includes a pivot (2) mounted on the top of the calf model (9), a handle (1) located behind the pivot (2), and a pressure arm (3) located at the bottom of the pivot (2), with the lower end of the pressure arm (3) abutting against the upper rear of the sliding plate (4).

4. The teaching aid for compartment syndrome as described in claim 3, characterized in that: The pneumatic pulse assembly includes a motor (5) and an airbag (7). An eccentric pressure block (6) is mounted on the output shaft of the motor (5). The end of the air delivery hose (26) is connected to the outlet of the airbag (7). The motor (5) drives the eccentric pressure block (6) to rotate, causing the eccentric pressure block (6) to act intermittently on the airbag (7).

5. The teaching aid for compartment syndrome as described in claim 4, characterized in that: A foot skin (17) is provided on the foot model (20) and a pulse tube (16) is located under the skin.

6. The teaching aid for compartment syndrome as described in claim 5, characterized in that: A clamping part (15) is provided at the bottom of the lower leg model (9), and a base sleeve (19) is provided above the rear part of the foot model (20). A connecting tube (18) is also provided. The upper end of the connecting tube (18) is located inside the clamping part (15), and the lower end of the connecting tube (18) is located inside the base sleeve (19).

7. The teaching aid for compartment syndrome as described in claim 6, characterized in that: A viewing window (12) is provided on the side of the lower leg model (9), through which the rubber column (13), eccentric pressure block (6), and airbag (7) can be observed.

8. The teaching aid for compartment syndrome as described in claim 7, characterized in that: It also includes a teaching aid bracket (23), which includes a base and a support rod; a support arm is provided in the middle of the support rod and the lower leg model (9) is fixedly connected to the front end of the support arm; a support block (22) is installed on the base, and a support plate (21) is installed at the bottom of the foot model (20), and the rear part of the support plate (21) is fixedly connected to the support block (22).

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