Pelvic organ prolapse teaching model

Abstract

The utility model discloses a pelvic organ prolapse teaching model, which is used for being matched with a pelvic organ model to carry out pelvic organ prolapse reduction teaching and comprises a pelvic model, and a sacral nodule ligament model, a sacrospinous ligament model, a uterus sacral ligament model and a uterus round ligament model are arranged in the pelvic model from bottom to top. The uterus sacral ligament model and the uterus round ligament model are oppositely arranged, and an organ lifting area is formed between the two; the device further comprises a simulated biological bridle, the simulated biological bridle is of a flexible knitted structure, the simulated biological bridle comprises a rectangular body part, and the four corners of the body part extend outwards to form connecting bands. The uterus sacral ligament model and the uterus round ligament model are both in a loose state, and the uterus sacral ligament model and the uterus round ligament model which are in the loose state cannot lift a pelvic organ to form pelvic organ prolapse. The pelvic organ prolapse reduction training device is used for pelvic organ prolapse reduction operation training, and abundant operation management and theoretical knowledge is accumulated before clinical operation.

Description

Technical Field

[0001] This utility model relates to medical devices, and more particularly to a teaching model for pelvic organ prolapse. Background Technology

[0002] The pelvic floor muscles in women are the muscles at the bottom of the pelvis. They support and hold organs such as the uterus, bladder, and rectum like a trampoline and have multiple physiological functions.

[0003] Currently, the incidence of pelvic floor prolapse in my country is as high as 28%, and pelvic reconstruction surgery is complex and difficult to learn on one's own. Clinically, young doctors cannot directly observe the puncture site and the placement of mesh / bands during pelvic floor surgery, resulting in a long learning curve. Furthermore, patients cannot intuitively understand the surgical procedure and the effects of implant placement using existing models before surgery.

[0004] Pelvic organ prolapse (uterus, bladder, rectum, anterior vaginal wall, and posterior vaginal wall, etc.) is a condition caused by various factors leading to weakness and laxity of the pelvic floor muscles, resulting in the descent and displacement of pelvic organs and causing abnormalities in their position and function. Currently, learning about pelvic organ prolapse mainly relies on textual interpretation, video or image analysis, and teaching on patients. However, videos and images alone are insufficient for fully understanding the location of the indicated points and cannot guarantee the quality of teaching. Demonstrating on patients can cause discomfort and aversion, and offers limited teaching opportunities, which is detrimental to classroom teaching. Therefore, we propose a pelvic organ prolapse simulation demonstration device.

[0005] Therefore, there is an urgent need for a teaching model that can intuitively demonstrate and simulate pelvic organ prolapse. Utility Model Content

[0006] The purpose of this invention is to provide a teaching model for pelvic organ prolapse, in order to solve the problem that existing teaching and learning methods for pelvic organ prolapse mainly rely on text interpretation, video and image analysis. However, these methods alone cannot fully explain the anatomical location and cannot guarantee the quality of teaching.

[0007] To achieve the above objectives, this utility model provides a teaching model for pelvic organ prolapse, used in conjunction with a pelvic organ model for teaching pelvic organ prolapse reduction. The model includes a pelvic model containing, from bottom to top, models of the sacrotuberous ligament, sacrospinous ligament, uterosacral ligament, and round ligament of the uterus. The uterosacral ligament model and the round ligament model are positioned opposite each other, forming an organ support area between them. The model also includes simulated biological bands, which are flexible knitted structures. Each simulated biological band includes a rectangular body portion, with its four corners extending outwards to form connecting bands. Both the uterosacral ligament model and the round ligament model are in a relaxed state, and their relaxed state prevents them from supporting the pelvic organs, leading to pelvic organ prolapse.

[0008] Preferably, in the pelvic organ prolapse teaching model of this utility model, a through hole is provided at the center of the body of the simulated biological ligament.

[0009] Preferably, in the pelvic organ prolapse teaching model of this utility model, the sacrotuberous ligament model, sacrospinous ligament model, uterosacral ligament model, uterine round ligament model, and simulated biological bands have different color structures.

[0010] Compared to existing technologies, in teaching applications, on the one hand, the pelvic organ model is placed within the organ support area. Because both the uterosacral ligament and round ligament models are relaxed, they cannot effectively support the pelvic organ model, thus creating the medical phenomenon of pelvic organ prolapse. Through a demonstration of this phenomenon, trainees are fully shown the complete process and mechanism of pelvic organ prolapse. On the other hand, after demonstrating the pelvic organ prolapse, the prolapsed pelvic organ needs to be repositioned. At this point, connecting bands extending from the four corners of the simulated biological band are fixed to the opposite ends of the sacrospinous ligament models on both sides, causing the simulated biological band to unfold and taut. The prolapsed pelvic organ is supported on the main body of the simulated biological band and lifted to its normal position, thus completing the repositioning of the prolapsed pelvic organ. Through this demonstration of the repositioning operation, trainees are fully shown the process and mechanism of repositioning prolapsed pelvic organs using the simulated biological band. As can be seen from the above, using this utility model allows trainees to have an intuitive understanding of the anatomical location of pelvic organ prolapse; it overcomes the problem that textual interpretation, videos, and pictures alone cannot fully explain the anatomical location, thus failing to guarantee the quality of teaching; at the same time, this utility model can also be used to practice the repositioning operation of pelvic organ prolapse, accumulating rich operational and theoretical knowledge before clinical operation. Attached Figure Description

[0011] Figure 1This is a schematic diagram of the structure of the teaching model for pelvic organ prolapse of this utility model.

[0012] Figure 2 This is a schematic diagram of the structure of the simulated biological band 7 of this utility model.

[0013] Figure 3 This is a diagram illustrating the state of pelvic organ prolapse support and repair using simulated biological straps, as described in this utility model. Detailed Implementation

[0014] The technical solutions in the embodiments of this application will be clearly and completely described below with reference to specific implementation examples and accompanying drawings, and the technical solutions of this utility model will be explained. Obviously, the described embodiments are only a part of the embodiments of this application, and not all of them. Based on the embodiments in this application, all other embodiments obtained by those skilled in the art without creative effort are within the scope of protection of this application. The specific embodiments of this utility model will be described in detail below with reference to the accompanying drawings. Many specific details are set forth in the following description to provide a thorough understanding of this utility model. However, this utility model can be implemented in many other ways different from those described herein, and those skilled in the art can make similar improvements without departing from the spirit of this utility model. Therefore, this utility model is not limited to the specific embodiments disclosed below. Embodiments of this utility model will now be described with reference to the accompanying drawings, in which similar element reference numerals represent similar elements.

[0015] like Figure 1 and Figure 2As shown, this utility model discloses a pelvic organ prolapse teaching model, used in conjunction with a pelvic organ model for teaching the reduction of pelvic organ prolapse. The pelvic organ prolapse teaching model includes a pelvic model 1, within which, from bottom to top, are arranged a sacrotuberous ligament model 2, a sacrospinous ligament model 3, an uterosacral ligament model 4, and a round ligament model 5. The uterosacral ligament model 4 and the round ligament model 5 are positioned opposite each other, that is, they are located on opposite sides of the pelvic model 1, with the area between them forming an organ support area 6. The shape and structure of the pelvic model 1 are designed to simulate an adult female, and the positions and shapes of the sacrotuberous ligament model 2, sacrospinous ligament model 3, uterosacral ligament model 4, and round ligament model 5 are also designed to simulate an adult female. These simulation models are common in medical teaching models, and their details will not be elaborated further. The difference between this invention and existing models lies in that this invention also includes a simulated biological band 7, which has a flexible knitted structure; specifically, the knitted structure is preferably formed by flexible yarns through warp and weft weaving. The simulated biological band 7 includes a rectangular body portion 71, with the four corners of the body portion 71 extending outward to form connecting bands 72; furthermore, the uterosacral ligament model 4 and the round ligament model 5 of this invention are both in a relaxed state. The relaxed state of the uterosacral ligament model 4 and the round ligament model 5 prevents the pelvic organs from being supported, leading to pelvic organ prolapse. Therefore, this invention can simulate the location and mechanism of pelvic organ prolapse. Figure 3 As shown, to demonstrate the unfolding of the simulated biological strap 7 and the connection relationship of the four connecting straps 72 during use, Figure 2 Hidden within is a pelvic organ model supported on the main body 71, which can be a uterine model, bladder model, etc. In teaching applications, this invention, on the one hand, places the pelvic organ model within the organ support area 6. Because the uterosacral ligament model 4 and the round ligament model 5 are both in a relaxed state, they cannot effectively support the pelvic organ model, thus creating a pelvic organ prolapse phenomenon in medicine. Through a demonstration of the pelvic organ prolapse phenomenon, the invention fully demonstrates the phenomenon and its mechanism to trainees. On the other hand, after demonstrating the pelvic organ prolapse phenomenon, it is necessary to reposition the prolapsed pelvic organ. At this time, the connecting straps 72 extending from the four corners of the simulated biological band 7 are fixed to the opposite ends of the sacrospinous ligament models 3 on both sides, so that the simulated biological band 7 is stretched out and taut (e.g., ...). Figure 3(As shown in the diagram), the prolapsed pelvic organ is supported on the main body 71 of the simulated biological strap 7 and lifted to its normal position, thereby completing the repositioning of the prolapsed pelvic organ; through the demonstration of the repositioning operation of the prolapsed pelvic organ, the trainees are fully shown how to reposition the prolapsed pelvic organ using the simulated biological strap.

[0016] Combination Figure 1 - Figure 3 As shown, in the preferred embodiment of the pelvic organ prolapse teaching model of this utility model, a through hole 711 is provided at the center of the main body 71 of the simulated biological strap 7; through the through hole 711, the trainee can better mark the center position of the main body 71, and then by adjusting the fixed length and tightness of the connecting strap 72, the prolapsed pelvic organ model can be supported on the main body 71 as centrally as possible, and then restored to the normal anatomical position, thus completing the repositioning.

[0017] Continue to combine Figure 1 - Figure 3 As shown, preferably, in this pelvic organ prolapse teaching model, the sacrotuberous ligament model 2, sacrospinous ligament model 3, uterosacral ligament model 4, round ligament model 5, and simulated biological band 7 are presented in different colors. The different colors of these models allow trainees to clearly distinguish the anatomical relationships between them, facilitating their operation and understanding.

[0018] Combination Figure 1 - Figure 3 As shown, this invention, when used in teaching, can fully demonstrate to trainees the phenomenon of pelvic organ prolapse and its underlying mechanisms. It can also fully demonstrate the procedure and mechanism of repositioning the prolapsed pelvic organ using a simulated bio-bundle. Using this invention allows trainees to gain an intuitive understanding of the anatomical location of pelvic organ prolapse; it overcomes the problem that textual interpretations, videos, and pictures alone cannot fully explain the anatomical location, thus compromising teaching quality. Furthermore, this invention allows for practice in repositioning pelvic organ prolapse, accumulating rich operational and theoretical knowledge before clinical application.

[0019] Furthermore, the medical knowledge related to pelvic organ prolapse involved in this utility model is well known to those skilled in the art, and will not be described in detail here.

[0020] It will be apparent to those skilled in the art that this utility model is not limited to the details of the exemplary embodiments described above, and that it can be implemented in other specific forms without departing from the spirit or essential characteristics of this utility model. Therefore, the embodiments should be considered exemplary and non-limiting in all respects, and the scope of this utility model is defined by the appended claims rather than the foregoing description. Thus, all variations falling within the meaning and scope of equivalents of the claims are intended to be included within this utility model. No reference numerals in the claims should be construed as limiting the scope of the claims. Furthermore, the embodiments disclosed above are merely preferred embodiments of this utility model and should not be construed as limiting the scope of this utility model. Therefore, equivalent variations made within the scope of the claims of this utility model are still within the scope of this utility model.

Claims

1. A teaching model for pelvic organ prolapse, used in conjunction with a pelvic organ model for teaching the reduction of pelvic organ prolapse, comprising a pelvic model, wherein within the pelvic model are arranged from bottom to top a model of the sacrotuberous ligament, a model of the sacrospinous ligament, a model of the uterosacral ligament, and a model of the round ligament of the uterus; the uterosacral ligament model and the round ligament model of the uterus are arranged opposite each other, and the area between them forms an organ support area; characterized in that, The simulation biological girdle is in a flexible knitted structure, and includes a body part in a rectangular shape, four corners of the body part extending outward to form connecting belts.

2. The pelvic floor prolapse teaching phantom of claim 1, wherein, The simulation biological girdle is in a flexible knitted structure, and includes a body part in a rectangular shape, four corners of the body part extending outward to form connecting belts.

3. The pelvic floor prolapse educational model of claim 1, wherein the model further comprises a plurality of vaginal inserts of varying sizes. The sacroiliac ligament model, sacrospinous ligament model, uterosacral ligament model, round ligament model and simulation biological girdle are in different color structures.

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