Examination and suture teaching model capable of simulating perineal lacerations of different degrees

Abstract

The utility model relates to the technical field of medical teaching appliances, in particular to an examination and suture teaching model capable of simulating perineum lacerations of different degrees, which comprises a model main body with a genital-imitating structure, the model main body is provided with incisions reflecting at least two degrees of lacerations, the incisions are sequentially marked as I-degree laceration and II-degree laceration, and the incisions are respectively marked as I-degree laceration and II-degree laceration. The vagina-imitating structure comprises a vagina epithelium, a perineum epithelium and a perineum muscle which are arranged in sequence; wherein the incision is obtained by cracking the vaginal epithelium to the perineal muscle by the vaginal-imitating structure. According to the scheme, an efficient platform integrating foundation and advanced suture training is provided for trainees through an innovative multi-level anatomical structure and laceration design of different depths. Students can clearly identify and practice examination and suture skills of various perineum lacerations, so that obstetrical lacerations of different degrees can be better dealt with in actual clinic, and a higher clinical skill level is achieved.

Description

TECHNICAL FIELD

[0001] The utility model relates to medical teaching appliance technical field especially, it is a kind of simulation model for checking and suture training teaching of simulating different degrees perineal laceration. BACKGROUND

[0002] Perineal laceration after vaginal delivery is very common, about 90% of pregnant women will have different degrees of perineal laceration. In order to stop bleeding and / or restore anatomical structure, it is necessary to check and suture perineal laceration after placenta delivery. For obstetricians and midwives, it is very important to master the checking and suture technology of perineal laceration as clinical skill.

[0003] However, the existing perineal laceration checking and suture teaching model (such as the buttock model for pudendal anesthesia and perineal incision suture teaching disclosed in the Chinese utility model with publication number CN208722456U) only simulates a single degree of laceration, and it is difficult to realistically restore different degrees of laceration, and it is difficult to meet the comprehensive teaching needs of grading checking, identification and suture of different laceration degrees, and it is impossible to flexibly present different levels and structures of damaged conditions on a single model. At the same time, part of the model is large in size and high in cost, not only not easy to carry, but also relatively complex to use and maintain, which hinders wide range of teaching and promotion. Therefore, how to more intuitively and hierarchically present different degrees of perineal laceration in a single model and provide clearer anatomical structure identification is still an important direction for improvement of current teaching model. UTILITY MODEL CONTENT

[0004] The utility model aims at providing a checking and suture teaching model for simulating different degrees of perineal laceration in view of the deficiency of prior art, to facilitate students to accurately distinguish and judge at least two different degrees of laceration, and to ensure that students can quickly identify the specific level involved in laceration during checking and suture training, facilitate teaching demonstration, and take into account cost, carrying and maintenance.

[0005] The utility model realizes the above-mentioned purpose by the following technical scheme: a checking and suture teaching model for simulating different degrees of perineal laceration, comprising a model main body provided with a simulated vagina structure, the model main body is provided with at least two degree laceration reflecting incisions, sequentially recorded as I degree laceration and II degree laceration, the simulated vagina structure includes vagina epithelium, perineal epithelium and perineal muscle arranged in sequence;Wherein, the incision is obtained by the simulated vagina structure from the vagina epithelium laceration to the perineal muscle.

[0006] An examination and suture teaching model capable of simulating different degrees of perineal laceration, comprising a model main body provided with a simulated vagina structure, wherein the model main body is provided with at least incisions reflecting two degrees of laceration, sequentially recorded as a first degree laceration and a second degree laceration, and the simulated vagina structure comprises, in sequence, a vaginal epithelium, a hymenal margin, a perineal epithelium and a perineal muscle; wherein the incisions are obtained by splitting the simulated vagina structure from the vaginal epithelium to the perineal muscle.

[0007] In detail, the model simulates different depths of perineal laceration by providing a simulated vagina structure on the model main body. The vaginal epithelium layer and / or the hymenal margin are made of soft coral honeycomb sponge, the perineal epithelium layer is simulated by imitation skin silicone, and the perineal muscle layer is simulated by imitation human blood vessels. The first degree laceration is represented by an incision that splits from the vaginal epithelium to the perineal epithelium layer, and the second degree laceration is represented by an incision that extends to the perineal muscle. Furthermore, two degrees of laceration (first degree and second degree) are simulated in a single model, allowing students to perform suture operations on different depths of laceration levels, avoiding the use of multiple models to demonstrate different degrees of laceration. Clear anatomical structures are provided to help students better understand the levels of laceration and improve the accuracy of examination and suture operations.

[0008] As a further aspect of the present application, the first degree laceration is represented by the vaginal epithelium splitting to the perineal epithelium, and the second degree laceration is represented by the vaginal epithelium splitting to the perineal muscle. In detail, the first degree laceration only involves the vaginal epithelium splitting to the perineal epithelium layer, which is suitable for beginners to perform surface layer suture training. The second degree laceration extends to the perineal muscle, allowing students to learn how to handle deeper muscle tissue through suture techniques. The model accurately divides the incision depth and structural levels, providing clear guidance for teaching. Furthermore, it provides step-by-step suture training from shallow to deep layers, which helps students gradually master suture skills from simple to complex and from surface to deep layers. The model design meets the needs of beginners to advanced students, facilitating progressive skill training.

[0009] As a further aspect of the present application, the model main body is provided with at least incisions reflecting three degrees of laceration, sequentially recorded as a first degree laceration, a second degree laceration and a third degree laceration;

[0010] The model body is further provided with an anal simulation structure at the bottom of the vagina simulation structure, the incision is obtained by the vagina simulation structure from the vaginal epithelium to the anal simulation structure, and the III degree laceration is represented as the vaginal epithelium to the anal simulation structure. In detail, the model further increases the design of the III degree laceration on the basis of the original I degree and II degree laceration, the incision is extended to the anal simulation structure (including the anal sphincter), the anal simulation structure is simulated by using a high-elasticity simulation material to simulate the real anal sphincter layer, and the suture skill for treating complex laceration is helped to be learned by the trainee. Further, the III degree laceration training is increased, a more complex laceration condition can be simulated, the anal sphincter is repaired in the suture process, the teaching depth is improved. Further, the teaching content is further enriched, more comprehensive laceration treatment skill training is provided, and the high-level learners are suitable.

[0011] As a further scheme of the utility model: the anal simulation structure includes anal sphincter, the incision is obtained by the vagina simulation structure from the vaginal epithelium to the anal sphincter, and the III degree laceration is represented as the vaginal epithelium to the anal sphincter. In detail, in the model of III degree laceration, the laceration is directly extended to the anal sphincter, and the model can clearly show the damage of the anal sphincter. This design is used to simulate the laceration of the anal region, and the trainee needs to accurately suture in the model to learn the complex technology of treating the anal sphincter. Further, high-difficulty suture training is provided, especially for the laceration involving the anal sphincter, and the trainee can improve the ability of treating complex laceration through actual operation. The challenge of the teaching model is increased, so that the trainee can obtain higher-difficulty operation experience and enhance the adaptability of clinical actual operation.

[0012] As a further scheme of the utility model: the model body is provided with at least the incision of reflecting 4 degrees of laceration, and is sequentially marked as I degree laceration, II degree laceration, III degree laceration and IV degree laceration.

[0013] The model body is further provided with an anal simulation structure at the bottom of the vagina simulation structure, the anal simulation structure includes anal sphincter and anal mucosa;

[0014] The incision is obtained by the vagina simulation structure from the vaginal epithelium to the anal mucosa;

[0015] The III degree laceration is represented as the vaginal epithelium to the anal sphincter;

[0016] The IV degree laceration represents the vaginal epithelium lacerated to the anal mucosa. In detail: the IV degree laceration simulates the deepest laceration, the laceration extends to the anal mucosa, involving the repair of the anal sphincter and anal mucosa. This design enables the trainee to handle complex lacerations involving the anal mucosa, and trains higher-difficulty suture skills. Further, by simulating the IV degree laceration, the complexity of the teaching model is further improved, providing the trainee with full-skill training from I degree to IV degree laceration. The clinical applicability of the model is increased, and the trainee can obtain more detailed suture training when simulating more serious lacerations, thereby improving their ability to cope with complex situations.

[0017] As a further scheme of the utility model: the model body adopts coral type honeycomb sponge structure. In detail, the coral type honeycomb sponge material is widely used in medical simulation models due to its good elasticity and flexibility. This material not only can simulate the soft touch of human skin, but also has strong durability, which is suitable for long-term teaching use. Further, using coral type honeycomb sponge as the model body not only ensures the flexibility of the structure, but also provides a more realistic touch experience, which is convenient for trainees to practice. The light weight and durability of the sponge reduce the cost of the model, improve the portability of the model, and are suitable for multiple occasions.

[0018] As a further scheme of the utility model: the vaginal epithelium, perineal epithelium and perineal muscle and / or hymenal margin are made of coral type honeycomb sponge structure, the anal sphincter is made of simulated skin silicone structure, and the anal mucosa is made of simulated human blood vessel structure. In detail: the vaginal epithelium, perineal epithelium and perineal muscle use soft coral type honeycomb sponge to simulate, while the anal sphincter is presented by simulated skin silicone to present its real feeling, and the simulated human blood vessels are used to simulate the tissue structure of the anal mucosa. The combination of these materials can accurately restore the touch and structural characteristics of each layer of tissue. Further, the reasonable combination of multiple materials makes the structure of the model more delicate and realistic, and the trainee can perform suture training at multiple levels to maximize the simulation of real situations. Various materials provide a realistic touch experience, making the teaching more intuitive and helping the trainee to quickly adapt to actual clinical operations.

[0019] As a further aspect of this invention: the simulated silicone skin and the simulated human blood vessels are elliptical in structure and are sequentially fixed to the coral-shaped honeycomb sponge at the bottom half of the incision. Specifically, the elliptical structure design of the simulated silicone skin and simulated human blood vessels allows for better fixation at the bottom half of the incision in the coral-shaped honeycomb sponge, ensuring structural stability and ease of operation. The elliptical shape of the materials helps to better adapt to the suturing requirements of each layer of the structure. Furthermore, the elliptical shape design improves the fixation of the material, making each layer of the structure more compact and stable, facilitating precise suturing operations by trainees. The optimized material layout increases the lifespan of the model, reduces possible structural displacement during operation, and improves the continuity and consistency of teaching.

[0020] The beneficial effects of this utility model are:

[0021] By employing a model with a simulated vaginal structure, and sequentially depicting the vaginal epithelium, perineal epithelium, and perineal muscles, or sequentially depicting the vaginal epithelium, hymenal margin, perineal epithelium, and perineal muscles, a more realistic anatomical layering is achieved on the model. This allows the same model to represent at least two degrees of lacerations: Grade I lacerations and Grade II lacerations. For example, a Grade I laceration can be represented as a tear from the vaginal epithelium to the perineal epithelium, and a Grade II laceration as a tear from the vaginal epithelium to the perineal muscles. This layered design enables trainees to identify each layer during perineal laceration examination and suturing, enhancing the systematic nature and accuracy of teaching. Demonstrating lacerations from the surface to deeper layers helps trainees clearly compare the anatomical differences and operational difficulties of different laceration degrees without frequently changing teaching models. This design clearly defines the starting and ending layers of the laceration, more closely resembling clinical reality and providing trainees with accurate and operable grading criteria. In detail:

[0022] 1. Efficient identification and teaching

[0023] The same model visually demonstrates two depths of lacerations, Grade I and Grade II, allowing instructors to help trainees quickly understand and compare different tissue layers and suturing techniques in a single demonstration, greatly improving teaching efficiency and operational accuracy.

[0024] 2. Lower the learning threshold and enhance the realism of operational training.

[0025] The multi-layered "vaginal-like structure" makes the laceration site closer to the actual clinical situation. After mastering the basic anatomical location, trainees can more effectively practice finding the edge of the laceration and choosing appropriate suturing methods and techniques, laying a solid foundation for subsequent real clinical operations.

[0026] 3. Cost-saving and easy to promote

[0027] Since only the incisions of at least two different degrees of laceration are arranged on a single model body, multiple models for distinguishing different degrees of laceration are no longer needed to be purchased or manufactured, thereby reducing the overall cost. Meanwhile, the model structure is relatively simplified, and is easier to carry and repeatedly use, and is beneficial to popularization and generalization in colleges, practice bases, skill training centers and the like.

[0028] 4. Operation safety and convenience

[0029] The scheme focuses on the damaged levels of the vaginal epithelium to the perineal muscle, reduces the possible shielding and complex structure in operation through reasonable structural layout, facilitates the students to perform laceration examination and suture training in a narrow space, and has strong practicability. BRIEF DESCRIPTION OF DRAWINGS

[0030] Figure 1 The utility model discloses a check and suture teaching model of different degrees of perineal laceration can be simulated, and the structural schematic diagram of reflecting four different degrees of laceration is shown, wherein Figure 1 I, II, III and IV figures of the utility model respectively correspond to perineal laceration of I, II, III and IV degrees of different levels.

[0031] Figure 2 The structural schematic diagram of another embodiment of the utility model is shown, and the left drawing and the right drawing respectively correspond to perineal laceration of I degree and II degree levels.

[0032] Figure 3 The structural schematic diagram of perineal laceration of I degree level of the utility model is shown.

[0033] Figure 4 The structural schematic diagram of perineal laceration of II degree level of the utility model is shown.

[0034] Figure 5 The structural schematic diagram of perineal laceration of III degree level of the utility model is shown.

[0035] Figure 6 The structural schematic diagram of perineal laceration of IV degree level of the utility model is shown.

[0036] The attached drawing marks include:

[0037] 1-vaginal epithelium, 2-hymenal margin, 3-perineal epithelium, 4-perineal muscle, 5-anal sphincter, 6-anal mucosa. DETAILED DESCRIPTION

[0038] In order to make the above objectives, characteristics and advantages of the present application more apparent, specific embodiments of the present application will be described in detail below with reference to the accompanying drawings. In the following description, numerous specific details are set forth in order to provide a thorough understanding of the present application. It will be apparent, however, to one skilled in the art, that the present application can be practiced without using these specific details. In other instances, well-known methods have not been described in detail in order to avoid unnecessarily obscuring the present application. Therefore, the specific embodiments described herein are not intended to limit the present application, but rather, the present application is to cover all modifications and alternatives falling within the scope of the present application.

[0039] In the description of the present application, it should be understood that, if there are terms such as "center", "longitudinal", "transverse", "length", "width", "thickness", "upper", "lower", "front", "rear", "left", "right", "vertical", "horizontal", "top", "bottom", "inner", "outer", "clockwise", "counterclockwise", "axial", "radial", "circumferential", etc. appear, these terms indicate the orientation or positional relationship based on the orientation or positional relationship shown in the drawings, and are only for the purpose of facilitating the description of the present application and simplifying the description, and therefore cannot be understood as indicating or implying that the device or element referred to must have a particular orientation, be constructed and operated in a particular orientation, and therefore cannot be understood as limiting the present application.

[0040] In addition, if the term "and / or" appears, "and / or" is only a description of the association relationship of the associated objects, which means that there can be three relationships, for example, A and / or B, which means that there are three cases of A alone, A and B together, and B alone. In addition, the character " / " herein generally represents that the front and rear associated objects have an "or" relationship. If the terms "first", "second" appear, these terms are only for the purpose of description, and cannot be understood as indicating or implying relative importance or implicitly indicating the number of the technical features indicated. Therefore, the features limited by "first", "second" can explicitly or implicitly include at least one of the features. In the description of the present application, if the term "multiple" appears, the meaning of "multiple" is at least two, for example, two, three, etc., unless otherwise explicitly specified.

[0041] In the present application, unless otherwise explicitly specified and limited, if the terms "mounting", "connecting", "connecting", "fixing" and the like appear, these terms should be understood in a broad sense. For example, it can be fixedly connected, or it can be detachably connected, or it can be integrated; it can be mechanically connected, or it can be electrically connected; it can be directly connected, or it can be indirectly connected through an intermediate medium; it can be the internal communication of two elements or the interaction relationship between two elements, unless otherwise explicitly limited. For those skilled in the art, the specific meaning of the above terms in the present application can be understood according to the specific circumstances.

[0042] In the related art, most of the perineal laceration examination and suture models are difficult to realistically restore different degrees of laceration from degree I to degree IV, and cannot flexibly present different levels and structures of damaged conditions on a single model. In addition, the narrow operation space, the increasing demand of women for privacy protection and care also requires the transition from practicing on real puerperas to more training methods relying on simulation teaching combined with clinical practice.

[0043] Therefore, the prior art still has room for improvement in the following aspects:

[0044] 1. Different levels of perineal laceration of degrees I, II, III and IV cannot be distinguished and presented on the same teaching model.

[0045] 2. It is difficult to perform targeted split or layered suture training on key points such as muscle layer or anal sphincter 5.

[0046] 3. The model is large in size or volume, not easy to carry, and not suitable for multi-scene teaching and promotion.

[0047] Therefore, the embodiments of the present application provide a teaching model for simulating examination and suture of different degrees of perineal laceration, which aims to facilitate students to accurately distinguish and judge at least two different degrees of laceration, and ensure that students can quickly identify the specific level involved in the laceration during examination and suture training, so as to facilitate teaching demonstration and take into account cost, carrying and maintenance.

[0048] As shown in Figures 1-6 In the embodiments of the present application, a teaching model for simulating examination and suture of different degrees of perineal laceration is provided, and the model main body of the teaching model adopts a coral type honeycomb sponge structure. This material has good softness and elasticity, can simulate the texture of human tissue, and has good durability and portability. The main part of the model is composed of a simulated vagina structure and a simulated anus structure, and the simulated anus structure is arranged below the simulated vagina structure. The simulated vagina structure includes 4 layers of structures, which are arranged in order as vaginal epithelium 1, perineal epithelium 3 and perineal muscle 4. Alternatively, the simulated vagina structure includes 4 layers of structures, which are arranged in order as vaginal epithelium 1, hymenal margin 2, perineal epithelium 3 and perineal muscle 4. The simulated anus structure includes 2 layers of structures, which are anal sphincter 5 and anal mucosa 6. Among them:

[0049] The vaginal epithelium 1 layer is made of coral type honeycomb sponge material, which can simulate the softness and elasticity of the vaginal epithelium 1.

[0050] The hymenal margin 2 is also made of coral type honeycomb sponge material to ensure the realistic texture during simulation.

[0051] The perineal epithelium 3 is simulated by using simulated skin silicone material, which is relatively tough, has certain durability and hand feeling.

[0052] Perineal muscle 4 layers: made of simulated human vascular structure, simulating real perineal muscle 4 tissue, facilitating suture operation.

[0053] By adopting a model body with a simulated vagina structure, and sequentially arranging the vaginal epithelium 1, the hymenal margin 2, the perineal epithelium 3 and the perineal muscle 4, a more realistic anatomical layering is realized on the model, so that at least two degrees of laceration incisions can be represented on the same model body: degree I laceration and degree II laceration. Degree I laceration can be represented as the vaginal epithelium 1 being split to the perineal epithelium 3, and degree II laceration can be represented as the vaginal epithelium 1 being split to the perineal muscle 4. This layered design enables the student to identify layer by layer when performing perineal laceration examination and suture operation, enhancing the systematicness and accuracy of teaching. The demonstration of laceration from the surface layer to the deeper layer can help the student clearly compare the anatomical differences and operation difficulties of different degrees of laceration without frequently changing different teaching models. This design clearly defines the starting and ending levels of laceration, and is closer to the actual clinical situation, providing accurate and operable grading basis for students.

[0054] 1. Efficient identification and teaching

[0055] The I degree and II degree lacerations are intuitively presented in the same model, and the teacher can help the student quickly understand and compare different tissue layers and suture points in one demonstration, greatly improving the teaching efficiency and operation accuracy.

[0056] 2. Lower learning threshold and enhance the authenticity of operation training

[0057] The multi-level "simulated vagina structure" makes the laceration site closer to the actual clinical situation, and after mastering the basic anatomical position, the student can more effectively practice finding the laceration edge, selecting appropriate suture methods and skills, laying a solid foundation for subsequent real clinical operation.

[0058] 3. Save costs and facilitate promotion

[0059] Since only at least two different laceration degrees of incision are arranged on a single model body, there is no need to purchase or manufacture multiple models to distinguish different degrees of laceration, thereby reducing the overall cost. At the same time, the model structure is relatively simplified, and it is also easier to carry and use repeatedly, which is conducive to popularization and promotion in colleges, practice bases, skill training centers and other places.

[0060] 4. Safe and convenient operation

[0061] This scheme focuses on the damaged levels of the vaginal epithelium 1 to the perineal muscle 4, and through reasonable structure layout, it reduces the possible obstructions and complex structures encountered in operation, facilitating the student to perform laceration examination and suture training in a narrow space, and has strong practicality.

[0062] The anal sphincter 5 and anal mucosa 6 are provided to simulate deep lacerations. These structures are made of simulation materials with high elasticity and proper hardness, in cylindrical shape, and are arranged in the model body together with the vaginal simulation structure, and are fixed at the back 1 / 2 of the incision.

[0063] In another embodiment, the vaginal epithelium 1, perineal epithelium 3 and perineal muscle 4 and / or hymenal rim 2 are made of coral honeycomb sponge structure, the anal sphincter 5 is made of simulation skin silicone structure, and the anal mucosa 6 is made of simulation human blood vessel structure. In detail, the vaginal epithelium 1, perineal epithelium 3 and perineal muscle 4 are simulated by soft coral honeycomb sponge, while the anal sphincter 5 is presented by simulation skin silicone to present its real feeling, and simulation human blood vessel is used to simulate the tissue structure of the anal mucosa 6. The combination of these materials can accurately restore the touch and structural characteristics of each layer of tissue. Furthermore, the reasonable combination of various materials makes the structural levels of the model more delicate and realistic, and the students can perform suture training at multiple levels to maximize the simulation of real situations. Various materials provide a real tactile experience, making teaching more intuitive and helping students quickly adapt to actual clinical operations.

[0064] According to the design requirements of the model, the incision is torn from the vaginal epithelium 1 to different structural levels to simulate different degrees of perineal laceration, including I degree, II degree, III degree and IV degree laceration.

[0065] I degree laceration: the tear extends from the vaginal epithelium 1 to the perineal epithelium 3, only involving the superficial structure.

[0066] II degree laceration: the tear extends to the perineal muscle 4 layer, simulating a relatively deep laceration, which is convenient for students to practice suturing the muscle layer.

[0067] III degree laceration: the tear extends to the anal sphincter 5, including the anal sphincter 5. This laceration simulates damage to the anal sphincter 5 and is suitable for advanced suture skill training.

[0068] IV degree laceration: the tear further extends to the anal mucosa 6, simulating the most serious laceration, and involves the repair of the anal mucosa 6 when suturing.

[0069] Material selection:

[0070] Coral honeycomb sponge: used to simulate the vaginal epithelium 1 and hymenal rim 2, it has good flexibility, is easy to process, and can effectively simulate the touch of soft tissue.

[0071] Simulation skin silicone: used to simulate the perineal epithelium 3, it has high elasticity and durability, and can provide a real touch.

[0072] Simulated human blood vessels: used to simulate the perineal muscle 4, which is tough and elastic, suitable for suture training during operation.

[0073] The teaching model is made of coral honeycomb sponge, simulated skin silicone and simulated human blood vessels. A 5cm-long and 1cm-deep incision is made in the middle of one side of the sponge body to form a degree I laceration model (see Figure 1 Fig. I and Figure 3 Fig. II), and a 2cm-deep incision is made to form a degree II laceration model (see Figure 1 Fig. II and Figure 4 Fig. III). The simulated skin silicone and simulated human blood vessels are fixed to the bottom of the incision end of the sponge body in an oval shape, and the simulated skin silicone is further cut on the basis of the degree II laceration model to form a degree III laceration model (see Figure 1 Fig. III and Figure 5 Fig. IV). The degree IV laceration model (see Figure 1 Fig. IV and Figure 6 Fig. V) is further cut on the basis of the degree III laceration model.

[0074] Working principle:

[0075] The teaching model of the present scheme simulates different degrees of perineal laceration to help students master the examination and suture skills of perineal laceration. The specific working principle is as follows:

[0076] 1. Laceration simulation

[0077] The model can reflect different depths of incision design through one incision, i.e. reflect different degrees of perineal laceration. The depth of each laceration and the involved anatomical structures such as vaginal epithelium 1, perineal epithelium 3, perineal muscle 4 and anal sphincter 5 can be accurately identified by the students through the clear identification of the model.

[0078] 2. Suture training

[0079] Students can gradually learn and master the suture skills from the surface to the deep layer according to the different degrees of laceration of the model:

[0080] Degree I laceration: students first practice suture from the surface to enhance the operation skills of perineal epithelium 3.

[0081] Degree II laceration: students practice suture of perineal muscle 4 layer, which requires them to master deep suture skills.

[0082] Degree III laceration: suture training involving anal sphincter 5 requires students to operate more accurately, simulating a complex surgical suture situation.

[0083] IV degree laceration: the deepest laceration involving the repair of the anal mucosa 6, the trainee needs to master the detailed suturing technique, simulating the real surgical operation.

[0084] 3. Anal structure simulation

[0085] The anal structure simulation can simulate the laceration related to the anus, help the trainee understand the impact of the laceration on the anal sphincter 5 and the anal mucosa 6, and conduct targeted training. Through the simulation of the anal sphincter 5 and the anal mucosa 6, the trainee can better master how to handle complex lacerations in the anal area.

[0086] 4. Multi-level anatomical structure

[0087] The model's simulated vaginal structure, vaginal epithelium 1, perineal epithelium 3, perineal muscle 4, and simulated anal structure simulate the real anatomical levels, ensuring that the trainee can practice from basic to advanced levels, thereby obtaining more comprehensive skill training.

[0088] In summary, the present scheme provides a teaching model that can simulate different degrees of perineal laceration. The model, through innovative multi-level anatomical structure and different depth of laceration design, provides an efficient platform for trainees to practice from basic to advanced suturing. Using materials such as coral-type honeycomb sponge, simulated skin silicone, and simulated human blood vessels, the model not only has a high degree of realism and tactile sensation, but also takes into account portability and cost-effectiveness, suitable for various medical teaching and training places.

[0089] Through the model, the trainee can clearly identify and practice various perineal laceration examination and suturing skills, thereby better dealing with different degrees of obstetric laceration in actual clinical practice and achieving higher clinical skill level.

[0090] In the specification and claims of the present application, the words "comprise / comprising" and the words "have / having" and their conjugates, are used to specify the presence of stated features, numbers, steps or components, but do not exclude the presence or addition of one or more other features, numbers, steps, components or combinations thereof.

[0091] Some features of the present application are described in different embodiments for clarity, however, these features can also be combined in a single embodiment. Conversely, some features of the present application are described in a single embodiment for simplicity, however, these features can also be described in different embodiments, alone or in any suitable combination.

[0092] Finally, it should be noted that the skilled person will cross-reference or superimpose the various embodiments of the present solution on each other, still within the original disclosure of the present solution. In addition, the above only describes the preferred embodiments of the present application and is not intended to limit the present application. Although the present application has been described in detail with reference to the foregoing embodiments, those skilled in the art can still modify the technical solutions recorded in the foregoing embodiments or make equivalent replacements to some of the technical features, and any modifications, equivalent replacements, improvements, etc. made within the spirit and principles of the present application shall be included in the protection scope of the present application.

Claims

1. An examination and suturing teaching model which can simulate different degrees of perineal laceration, characterized in that, The model body provided with the imitation vagina structure, the model body is provided with at least the incision reflecting 2 degree laceration, in turn recorded as I degree laceration and II degree laceration, the imitation vagina structure includes vaginal epithelium (1), perineal epithelium (3) and perineal muscle (4) arranged in turn; Wherein, the incision is obtained by the imitation vagina structure from the vaginal epithelium (1) laceration to the perineal muscle (4).

2. The examination and suturing teaching model for simulating different degrees of perineal laceration according to claim 1, characterized in that, The I degree laceration represents the vaginal epithelium (1) laceration to the perineal epithelium (3), and the II degree laceration represents the vaginal epithelium (1) laceration to the perineal muscle (4).

3. The examination and suturing teaching model for simulating different degrees of perineal laceration of claim 2, wherein, The model body is provided with at least the incision reflecting 3 degree laceration, in turn recorded as I degree laceration, II degree laceration and III degree laceration; The model body is further provided with the imitation anus structure at the bottom of the imitation vagina structure, the incision is obtained by the imitation vagina structure from the vaginal epithelium (1) laceration to the imitation anus structure, and the III degree laceration represents the vaginal epithelium (1) laceration to the imitation anus structure.

4. The examination and suturing teaching model of simulating different degrees of perineal laceration of claim 3, wherein, The imitation anus structure includes anal sphincter (5), and the incision is obtained by the imitation vagina structure from the vaginal epithelium (1) laceration to the anal sphincter (5), and the III degree laceration represents the vaginal epithelium (1) laceration to the anal sphincter (5).

5. The examination and suturing teaching model for simulating different degrees of perineal laceration of claim 2, wherein, The model body is provided with at least the incision reflecting 4 degree laceration, in turn recorded as I degree laceration, II degree laceration, III degree laceration and IV degree laceration; The model body is further provided with the imitation anus structure at the bottom of the imitation vagina structure, and the imitation anus structure includes anal sphincter (5) and anal mucosa (6); The incision is obtained by the imitation vagina structure from the vaginal epithelium (1) laceration to the anal mucosa (6); The III degree laceration represents the vaginal epithelium (1) laceration to the anal sphincter (5); The IV degree laceration represents the vaginal epithelium (1) laceration to the anal mucosa (6).

6. The examination and suturing teaching model capable of simulating different degrees of perineal laceration according to any one of claims 1-5, characterized in that, The model body adopts the coral type honeycomb sponge structure.

7. The examination and suturing teaching model of simulating different degrees of perineal laceration of claim 5, wherein, The vaginal epithelium (1), perineal epithelium (3) and perineal muscle (4) are made of the coral type honeycomb sponge structure, the anal sphincter (5) is made of the imitation leather silica gel structure, and the anal mucosa (6) is made of the imitation human blood vessel structure.

8. The examination and suturing teaching model of simulating different degrees of perineal laceration of claim 7, wherein, The imitation leather silica gel and the imitation human blood vessel are elliptical structures and are fixed in turn at the back 1 / 2 of the bottom of the coral type honeycomb sponge in the incision.

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