Teaching simulation device for comprehensive treatment of pelvic trauma

Abstract

The utility model discloses a pelvic trauma comprehensive treatment teaching simulation device which comprises a pelvic module and an iliac artery module. The pelvis module is made of a hard material; the pelvis module is composed of a plurality of separated fracture simulation units which are detachably connected together; the separated fracture simulation unit comprises a first unit consisting of sacrum; the iliac artery module comprises an iliac artery system module and a blood vessel intervention training module used in cooperation with the iliac artery system module. The iliac artery system module is of an integrated structure made of a transparent rubber material and comprises an abdominal aorta section, a common iliac artery section, an internal iliac artery section and an external iliac artery section. And the common iliac artery section or the external iliac artery section of the iliac artery system module is detachably connected with the first unit. According to the utility model, multi-type pelvic fracture simulation, multi-system injury collaborative reduction and comprehensive treatment whole-process training can be realized, and systematicness and clinical fitting degree of trauma treatment training can be effectively improved.

Description

TECHNICAL FIELD

[0001] The utility model relates to teaching simulation device, concretely is a pelvis trauma comprehensive treatment teaching simulation device. BACKGROUND

[0002] Foreign research shows that pelvic fracture accounts for about 3% of whole body fracture, and the mortality rate is about 8% to 16%, and the mortality rate of pelvic fracture patients with shock in hospital is as high as 32.0%. The "hemodynamic unstable pelvic fracture emergency treatment expert guideline (2015)" of our country points out that pelvic fracture is one of the main causes of high-energy injury, and the mortality rate of hemodynamic unstable pelvic fracture is 18% to 40%. Compared with the treatment of other diseases, there are still many problems and challenges in the treatment of trauma in our country, one of which is that the trauma treatment personnel lack standardized training, and the trauma content in the teaching materials used by medical colleges is described in each system disease, so that the trauma professional ability of medical graduates in our country is obviously lower than that of foreign medical practitioners of the same level, therefore, how to systematically and standardize the training of emergency medical personnel, improve the emergency process and reduce the mortality rate of pelvic fracture is the problem we need to solve at present. The single project skill model can only train and demonstrate basic skill operation, so the demand for the teaching model of standard treatment of complex organ trauma such as pelvic trauma demonstration has always existed.

[0003] According to the existing research and clinical practice, most of the pelvic trauma is complex multi-system injury, especially the damage of bone structure and arterial system, which can easily change the disease condition. In clinical treatment, comprehensive treatment strategy is often needed, not single skill / surgical operation. The existing pelvic model on the market is mostly single pelvic model, some demonstrate delivery, some show pelvic ring structure, and some demonstrate part of the type of pelvic fracture fixation model. Most of the teaching models can only demonstrate single structure, single skill operation or single trauma type. SUMMARY

[0004] The utility model aims at: in view of the single function (only support single structure type, single operation or single trauma type) of the existing pelvic model, the lack of multi-system injury simulation (without integrating the correlation mechanism of bone and blood vessel injury) and the blank of comprehensive treatment strategy training (unable to synchronize the practice of fracture fixation and vascular intervention technology) and other defects, provide a kind of pelvic trauma comprehensive treatment teaching simulation device that can realize multi-type pelvic fracture simulation, multi-system injury collaborative reduction and comprehensive treatment whole process training.

[0005] The technical purpose of the utility model is realized by the following technical scheme:

[0006] The application discloses a pelvic trauma comprehensive treatment teaching simulation device, which comprises a pelvic module and an iliac artery module; the pelvic module is made of hard material; the pelvic module is composed of a plurality of detachable separated fracture simulation units; the separated fracture simulation unit comprises a first unit composed of a sacrum; the iliac artery module comprises an iliac artery system module and a vascular intervention training module used in cooperation with the iliac artery system module; the iliac artery system module is an integrated structure made of transparent rubber material, and comprises an abdominal aorta segment, an iliac artery segment, an internal iliac artery segment and an external iliac artery segment; the iliac artery segment or the external iliac artery segment of the iliac artery system module is detachably connected with the first unit.

[0007] Preferably, the separated fracture simulation unit further comprises a second unit and a third unit which are detachably connected with the left and right sides of the first unit; the second unit and the third unit are detachably connected with a fourth unit and a fifth unit respectively; and the opposite side of the fourth unit and the fifth unit is detachably connected with a sixth unit.

[0008] Preferably, the second unit comprises a second unit upper part and a second unit lower part; the second unit upper part comprises a left ilium; the second unit lower part comprises a left pubis segment and a left ischium segment connected with the lower end of the left ilium; the third unit comprises a third unit upper part and a third unit lower part; the third unit upper part comprises a right ilium; and the third unit lower part comprises a right pubis segment and a right ischium segment connected with the lower end of the right ilium.

[0009] The fourth unit is composed of a left pubis segment two and a left ischium segment two; the fifth unit is composed of a right pubis segment two and a right ischium segment two; and the sixth unit is composed of a pubic symphysis.

[0010] Preferably, the second unit upper part and the third unit upper part are connected with the left and right sides of the first unit through magnets respectively; the second unit lower part is connected with the opposite side of the fourth unit through a magnet;

[0011] the third unit lower part is connected with the opposite side of the fifth unit through a magnet; and the opposite side of the fourth unit and the fifth unit is connected with the left and right sides of the sixth unit through magnets respectively.

[0012] Preferably, a plurality of fixing support connecting holes are arranged at the ends of the second unit upper part and the third unit upper part away from the first unit; the fixing support connecting holes are connected with external fixing supports and are used for simulating external fixing supports.

[0013] Preferably, the iliac artery segment or the external iliac artery segment of the iliac artery system module is provided with a first magnet structure on the opposite side of the first unit; correspondingly, the first unit is provided with a second magnet structure matched with the first magnet structure.

[0014] Preferably, the vascular intervention training module includes a ruptureable segment located within the internal iliac artery segment.

[0015] Preferably, the fractured section is made of silicone material and the thickness of the fractured section is 0.18mm to 0.22mm.

[0016] Preferably, the vascular intervention training module includes an inflatable balloon catheter embedded in the abdominal aortic segment, the inflatable balloon catheter being connected to an external pressure pump, syringe, or three-way valve.

[0017] Preferably, the vascular intervention training module includes a vascular sheath detachably connected to the end of the external iliac artery segment.

[0018] Compared with the prior art, the beneficial effects of this utility model are:

[0019] 1. This utility model's pelvic module consists of multiple detachable, connectable, separable fracture simulation units. This allows teachers to flexibly combine different fracture types (such as pubic symphysis separation, anterior-posterior pelvic compression injuries, lateral pelvic compression injuries, and longitudinal pelvic fractures) according to teaching needs, simulating diverse pelvic trauma scenarios. This enables students to learn and master pelvic trauma treatment methods more comprehensively, enhancing the flexibility and comprehensiveness of teaching. Transparent rubber material is used to fully present the structures of the common iliac artery, internal and external iliac artery branches, etc., visually demonstrating the course of blood vessels and their relationship with surrounding tissues. Combined with the vascular intervention training module, it can simulate real hemostasis operation scenarios, improving the effectiveness of interventional surgery skills training. Through the detachable connection between the first unit, composed of the sacrum, and the iliac artery module, it can simulate critical cases of pelvic fractures combined with vascular injury (such as traumatic shock, massive hemorrhage, etc.), conforming to common clinical "damage control" treatment procedures. It also facilitates individual maintenance, replacement, or cleaning of the iliac artery module, and allows for easy combination and adjustment in different teaching scenarios. Modular design reduces material consumption, rigid bone modules are wear-resistant, and transparent vascular modules facilitate observation of manipulation marks, making it suitable for high-frequency teaching use. This technology enables simulation of multiple types of pelvic fractures, collaborative reconstruction of multi-system injuries, and comprehensive treatment training throughout the entire process. It effectively improves the systematic nature and clinical relevance of trauma care training, significantly outperforming traditional single-function models.

[0020] 2. This invention can simulate more complex fracture scenarios and cultivate comprehensive treatment capabilities. By adding multiple detachable and connectable units, it can simulate more complex types of pelvic fractures, supporting multi-site combined fractures (such as unilateral / bilateral pubic ramus fractures, iliac fractures combined with pubic symphysis separation), and covering common clinical trauma types such as the Tile classification. Each unit is designed according to the actual pelvic connection method, allowing trainees to understand the mechanical stability of the pelvic ring and the biomechanical changes after fracture. This allows students to conduct treatment training in an environment closer to real clinical situations, improving their ability to cope with complex traumas. The connection relationships between different units require students to consider the interaction between different parts when dealing with pelvic trauma, thereby cultivating their comprehensive analysis and treatment capabilities, rather than simply treating injuries at a single site.

[0021] 3. This invention uses segmented simulations of the connection structures of the iliac bone, pubis, and ischium to help students identify key anatomical landmarks (such as the arcuate line and the greater sciatic notch). Furthermore, it subdivides the skeletal structure (such as ischium segment 1 and 2) to help students identify specific fracture sites (such as ischial tuberosity fractures), reinforcing anatomical knowledge. The segmented design of the pubis and ischium can simulate fractures caused by different force directions (such as anterior-posterior compression injuries and lateral compression injuries), aiding in the analysis of trauma mechanisms. This helps students better understand the normal structure of the pelvis and its changes after fractures during the teaching process, improving their diagnostic and treatment skills for pelvic injuries. Because the composition of each unit corresponds to the actual anatomical structure, teachers can set up specific fracture sites according to different teaching objectives, allowing students to conduct specialized training, such as practicing the treatment of different types of injuries like pubic symphysis separation and iliac bone fractures.

[0022] 4. This invention uses magnets to connect the various units, making the connection simple and quick. This allows teachers to adjust the structure of the simulation device and set up different fracture scenarios in a short time, saving teaching preparation time. Furthermore, the magnetic connection allows for tool-free assembly and can simulate fracture misalignment, facilitating reduction training. The detachable nature of the magnetic connection allows for repeated disassembly and reassembly of the units, simplifying cleaning, maintenance, and reuse of the device, thus reducing teaching costs.

[0023] 5. The fixation bracket connection holes of this utility model can be connected to external fixators, allowing trainees to realistically operate external fixators (such as pelvic belts or external fixators) on simulated fracture models. Simultaneously, trainees can also drill holes in simulated iliac wing structures and install external fixators (such as INFIX or pelvic clamps) to practice screw positioning, mechanical stability control, and familiarize themselves with instrument use and mechanical fixation principles. This provides students with practical opportunities to become familiar with the application methods and techniques of external fixators in pelvic trauma treatment, improving their clinical practice skills. External fixators are one of the commonly used treatment methods in pelvic trauma treatment. Simulating this operation makes the teaching content closer to clinical practice, enhancing the practicality and relevance of the teaching. Multiple connection holes support the installation of different external fixation devices, expanding the teaching scenarios.

[0024] 6. This invention features a first magnet structure and a second magnet structure that cooperate with each other on the side of the common iliac artery segment or external iliac artery segment of the iliac artery system module opposite to the first unit. The magnetic attraction allows for a detachable connection between the two. This connection method is not only convenient for installation and disassembly but also ensures connection stability, preventing the iliac artery module from easily detaching during teaching. Simultaneously, the magnetic attraction ensures alignment of the common iliac artery segment with the anatomical position of the sacrum (e.g., the bifurcation of the common iliac artery is level with the L4 vertebral body), enhancing the realism of training. It also facilitates the replacement of vascular modules with different injury types (e.g., rupture, embolism), adapting to diverse teaching scenarios.

[0025] 7. This invention incorporates a ruptureable segment within the internal iliac artery to simulate common vascular rupture scenarios in pelvic trauma. Students can use this simulation device to learn how to identify symptoms of vascular rupture, determine the location of the rupture, and perform appropriate hemostasis and repair procedures, improving their ability to manage vascular injuries. The ruptureable segment enhances the practicality of the teaching, allowing students to practice rescue in simulated emergency situations, cultivating their emergency response and decision-making abilities. The ruptureable segment simulates a critical scenario of pelvic fracture combined with arterial injury, training students in emergency hemostasis skills (such as interventional embolization). Students must control the catheter to selectively embolize the culprit vessel to prevent progressive worsening of blood loss caused by ruptured blood vessels, improving operational precision.

[0026] 8. This utility model's vascular interventional training module includes an inflatable balloon catheter embedded in the external iliac artery segment, connected to an external pressure pump. The expansion and contraction of the balloon catheter, controlled by the pressure pump (or syringe), simulates the process of vascular dilation and compression for hemostasis. For example, simulating balloon occlusion (REBOA), trainees can practice balloon positioning, inflation, and pressure control to control massive pelvic hemorrhage. This allows students to learn how to correctly use the inflatable balloon catheter for vascular interventional therapy, mastering relevant operational skills and precautions. For instance, by observing the balloon inflation effect through the pressure pump, they can understand the correlation between hemodynamic changes and the procedure. This improves students' abilities in vascular interventional therapy. The inflatable balloon catheter enriches the teaching content, allowing students to access more vascular interventional treatment methods and broadening their knowledge and clinical perspective.

[0027] 9. The vascular intervention training module of this utility model includes a detachable vascular sheath connected to the end of the external iliac artery segment. This technology allows trainees to practice the installation and removal of the vascular sheath, becoming familiar with its application in vascular interventional therapy. Simultaneously, it effectively improves trainees' comprehensive operational skills and familiarity with actual treatment procedures, achieving highly realistic training in interventional access establishment and multimodal hemostasis techniques in pelvic trauma treatment, directly corresponding to the clinical priority of "controlling bleeding - stabilizing the pelvis." Attached Figure Description

[0028] Figure 1 This is a schematic diagram of the structure of this utility model;

[0029] Figure 2 yes Figure 1 Schematic diagram of the midpelvic module;

[0030] Figure 3 yes Figure 1 Schematic diagram of the middle iliac artery module;

[0031] Reference numerals: 1—Pelvic module; 11—First unit; 111—Fourth magnet structure; 112—Second magnet structure; 12—Second unit; 121—Upper part of the second unit; 122—Lower part of the second unit; 1221—Left pubic bone segment; 1222—Left ischium segment; 123—First fixation bracket connection hole; 124—Third magnet structure;

[0032] 13—Third unit; 131—Upper part of the third unit; 132—Lower part of the third unit; 1321—Segment of the right pubis; 1322—Segment of the right ischium; 133—Connecting hole of the second fixation bracket;

[0033] 14—Unit 4; 141—Left pubic bone segment 2; 142—Left ischium segment 2; 15—Unit 5; 151—Right pubic bone segment 2; 152—Right ischium segment 2; 16—Unit 6;

[0034] 2—Iliac artery module; 21—Abdominal aortic segment; 22—Common iliac artery segment; 23—External iliac artery segment; 24—Internal iliac artery segment; 25—First magnet structure; 26—Vascular sheath. Detailed Implementation

[0035] To make the objectives, technical solutions, and advantages of the embodiments of this utility model clearer, the technical solutions of the embodiments of this utility model will be clearly and completely described below with reference to the accompanying drawings. Obviously, the described embodiments are only some embodiments of this utility model, and not all embodiments. The components of the embodiments of this utility model described and shown in the accompanying drawings can generally be arranged and designed in various different configurations.

[0036] Therefore, the following detailed description of the embodiments of the present invention provided in the accompanying drawings is not intended to limit the scope of the claimed invention, but merely to illustrate selected embodiments of the invention. All other embodiments obtained by those skilled in the art based on the embodiments of the present invention without inventive effort are within the scope of protection of the present invention.

[0037] It should be noted that similar reference numerals and letters in the following figures indicate similar items; therefore, once an item is defined in one figure, it does not need to be further defined and explained in subsequent figures. Furthermore, the terms "first," "second," etc., are used only to distinguish descriptions and should not be construed as indicating or implying relative importance.

[0038] like Figure 1 — Figure 3As shown, a teaching simulation device for comprehensive treatment of pelvic trauma includes a pelvic module 1 and an iliac artery module 2. The pelvic module 1 is made of rigid material and consists of multiple detachable fracture simulation units connected together. Each detachable fracture simulation unit includes a first unit 11 composed of the sacrum. The iliac artery module 2 includes an iliac artery system module and a vascular intervention training module used in conjunction with the iliac artery system module. The iliac artery system module is an integral structure made of transparent rubber material, including an abdominal aortic segment 21, a common iliac artery segment 22, an internal iliac artery segment 24, and an external iliac artery segment 23. The common iliac artery segment 22 or the external iliac artery segment 23 of the iliac artery system module is detachably connected to the first unit 11. In actual use, the pelvic module 1 is made of rigid material, such as ABS plastic or 3D printing resin. The iliac artery system module is an integral structure made of transparent rubber material, such as TPU or silicone rubber. The pelvic module 1 consists of multiple detachable, separate fracture simulation units, allowing instructors to flexibly combine different fracture types (such as pubic symphysis separation, anterior and posterior pelvic compression injuries, lateral pelvic compression injuries, and longitudinal pelvic fractures) according to teaching needs. This simulates diverse pelvic trauma scenarios, enabling students to learn and master pelvic trauma treatment methods more comprehensively, and enhancing the flexibility and comprehensiveness of teaching. Transparent rubber material is used to fully represent structures such as the common iliac artery and its branches (internal and external iliac arteries), visually demonstrating the course of blood vessels and their relationship with surrounding tissues. Combined with the vascular intervention training module, it can simulate real hemostasis operation scenarios, improving the effectiveness of interventional surgery skills training. Through the detachable connection between the first unit 11 (composed of the sacrum) and the iliac artery module 2, it can simulate critical cases of pelvic fractures combined with vascular injury (such as traumatic shock and massive hemorrhage), aligning with common clinical "damage control" treatment procedures. This also facilitates individual maintenance, replacement, or cleaning of the iliac artery module 2, and allows for easy combination and adjustment in different teaching scenarios. Modular design reduces material consumption, rigid bone modules are wear-resistant, and transparent vascular modules facilitate observation of manipulation marks, making it suitable for high-frequency teaching use. This technology enables simulation of multiple types of pelvic fractures, collaborative reconstruction of multi-system injuries, and comprehensive treatment training throughout the entire process. It effectively improves the systematic nature and clinical relevance of trauma care training, significantly outperforming traditional single-function models.

[0039] like Figure 1 , Figure 2As shown, the split fracture simulation unit also includes second units 12 and third units 13, which are detachably connected to the left and right sides of the first unit 11; second units 12 and third units 13 are detachably connected to fourth units 14 and fifth units 15, respectively; and fourth units 14 and fifth units 15 are detachably connected to a sixth unit 16 on the opposite side. This technique can simulate more complex fracture situations and cultivate comprehensive treatment capabilities. By adding multiple detachably connected units, such as second units 12, third units 13, fourth units 14, fifth units 15, and sixth units 16, more complex pelvic fracture types can be simulated, supporting multi-site combined fractures (such as unilateral / bilateral pubic ramus fractures, iliac fractures combined with pubic symphysis separation), and covering common clinical trauma types such as the Tile classification. Each unit is designed according to the actual pelvic connection method, allowing trainees to understand the mechanical stability of the pelvic ring and the biomechanical changes after fracture. This allows students to conduct treatment training in an environment closer to real clinical situations, improving their ability to cope with complex traumas. The interconnectedness between different units requires students to consider the interrelationships between various parts when dealing with pelvic trauma, thereby cultivating their comprehensive analytical and treatment abilities, rather than simply treating injuries in a single area.

[0040] like Figure 1 , Figure 2 As shown, the second unit 12 includes an upper part 121 and a lower part 122; the upper part 121 includes the left ilium; the lower part 122 includes a segment 1221 of the left pubis connected to the lower end of the left ilium and a segment 1222 of the left ischium; the third unit 13 includes an upper part 131 and a lower part 132; the upper part 131 includes the right ilium; the lower part 132 includes a segment 1321 of the right pubis connected to the lower end of the right ilium and a segment 1322 of the right ischium; the fourth unit 14 consists of two segments 141 of the left pubis and two segments 142 of the left ischium; the fifth unit 15 consists of two segments 151 of the right pubis and two segments 152 of the right ischium; the sixth unit 16 consists of the pubic symphysis. This technique simulates the segmental connection structures of the ilium, pubis, and ischium, helping trainees identify key anatomical landmarks (such as the arcuate line and the greater sciatic notch). Furthermore, the subdivided skeletal structures (such as ischium segment I and II) help students identify specific fracture sites (such as ischial tuberosity fractures) and reinforce anatomical knowledge. The segmented pubic and ischium designs can simulate fractures caused by different force directions (such as anterior-posterior compression injuries and lateral compression injuries), aiding in trauma mechanism analysis. This helps students better understand the normal structure of the pelvis and its changes after fractures, improving their diagnostic and treatment skills for pelvic injuries. Because each unit corresponds to a real anatomical structure, teachers can tailor specific fracture scenarios to different teaching objectives, allowing students to engage in specialized training, such as practicing the treatment of different types of injuries like pubic symphysis separation and iliac fractures.

[0041] like Figure 1 , Figure 2 As shown, the upper part 121 of the second unit and the upper part 131 of the third unit are connected to the left and right sides of the first unit 11 by magnets; the lower part 122 of the second unit is connected to the opposite side of the fourth unit 14 by magnets; the lower part 132 of the third unit is connected to the opposite side of the fifth unit 15 by magnets; the opposite sides of the fourth unit 14 and the fifth unit 15 are connected to the left and right sides of the sixth unit 16 by magnets. In specific implementation, the connection points of each unit are called separation and joining areas, used to simulate the parts of the pelvis that are prone to fracture, displacement, and folding in pelvic trauma. This structure can be separated in the model; the connection surfaces of each unit are called disconnected surfaces, and small magnets are embedded in the disconnected surfaces of each unit, which can be separated or attracted at will. For example, the right side of the upper part 121 of the second unit and the left side of the first unit 11 are opposite to each other as a separation and joining area of ​​the pelvis. The right side of the upper part 121 of the second unit and the left side of the first unit 11 are the interconnected upper disconnected surface of the second unit and the left disconnected surface of the first unit; magnets that cooperate with each other are provided on the upper disconnected surface of the second unit and the left disconnected surface of the first unit. Specifically, a third magnet structure 124 is provided on the right side of the upper part 121 of the second unit, and correspondingly, a fourth magnet structure 111 that cooperates with the third magnet structure 124 is provided on the left side of the first unit 11. The third magnet structure 124 includes a first magnet mounting groove on the right side of the upper part 121 of the second unit and a first magnet that matches the first magnet mounting groove. The fourth magnet structure 111 includes a second magnet mounting groove on the left side of the first unit 11 and a second magnet that matches the second magnet mounting groove. The first magnet mounting groove corresponds to the second magnet mounting groove, and the first magnet corresponds to the second magnet, and they can attract each other. Using magnets to connect the various units is simple and quick, allowing teachers to adjust the structure of the simulation device and set different fracture scenarios in a short time, saving teaching preparation time. At the same time, the magnetic connection can be assembled without tools and can simulate fracture dislocation, facilitating reduction operation training. The detachability of the magnetic connection allows the units to be repeatedly disassembled and installed, facilitating cleaning, maintenance, and reuse of the device, reducing teaching costs.

[0042] like Figure 1 , Figure 2As shown, the upper part 121 of the second unit and the upper part 131 of the third unit are respectively provided with multiple fixation bracket connection holes at the ends away from the first unit 11. These fixation bracket connection holes connect to external fixators for simulating the application of external fixators. In practice, the ends of the upper part 121 of the second unit and the upper part 131 of the third unit away from the first unit 11 are the left iliac crest region and the right iliac crest region, respectively. Multiple first fixation bracket connection holes 123 and multiple second fixation bracket connection holes 133 are respectively provided at the ends of the upper part 121 of the second unit and the upper part 131 of the third unit away from the first unit 11. The fixation bracket connection holes can adopt a matrix-style through-hole structure. The fixation bracket connection holes can connect to external fixators, allowing trainees to realistically operate external fixators (such as pelvic belts or external fixators) on the simulated fracture model. Simultaneously, trainees can also drill holes in the simulated iliac wing and install external fixators (such as INFIX or pelvic clamps) to practice screw positioning, mechanical stability control, and familiarize themselves with instrument use and mechanical fixation principles. This provides students with hands-on opportunities to familiarize themselves with the application methods and techniques of external fixation devices in the treatment of pelvic trauma, thereby improving their clinical practice skills. External fixation devices are one of the commonly used treatment methods in the treatment of pelvic trauma. By simulating this operation, the teaching content becomes closer to clinical practice, enhancing the practicality and relevance of the teaching. Multiple connection holes support the installation of different external fixation devices, expanding the teaching scenarios.

[0043] like Figure 1 — Figure 3 As shown, the common iliac artery segment 22 or external iliac artery segment 23 of the iliac artery system module is detachably connected to the first unit 11. In a specific implementation, a stent can be connected to the lower end or rear side of the first unit 11 of the iliac artery module 2. The stent generally includes a base and a connecting rod erected on the base; the upper end of the connecting rod is detachably connected to the lower end or rear side of the first unit 11. The lower end or rear side of the first unit 11 is provided with a connecting hole / threaded connector, etc., to mate with the connecting rod. Figure 1As shown, the front of the first unit 11 corresponds to a portion of the common iliac artery segment 22 and a portion of the external iliac artery segment 23. The common iliac artery segment 22 or the external iliac artery segment 23 of the iliac artery system module can be connected to the first unit 11 via a structure such as insertion, snap-fit, or magnetic attraction. When a snap-fit ​​structure is used, the side of the common iliac artery segment 22 or the external iliac artery segment 23 of the iliac artery system module facing the first unit 11 has multiple protrusions; correspondingly, the side of the first unit 11 facing the common iliac artery segment 22 or the external iliac artery segment 23 has a groove structure that mates with the protrusions. In this embodiment, the side of the common iliac artery segment 22 or the external iliac artery segment 23 of the iliac artery system module opposite to the first unit 11 has a first magnet structure 25; correspondingly, the first unit 11 has a second magnet structure 112 that mates with the first magnet structure 25. In this embodiment, the first magnet structure 25 consists of two magnets spaced apart on the outside of the iliac artery system module or the external iliac artery segment 23; the second magnet structure 112 consists of two magnets corresponding to the first magnet structure 25 on the side of the first unit 11 facing the iliac artery system module, with two mounting slots and magnets matching the mounting slots. The first magnet structure 25 and the second magnet structure 112 can attract each other. In actual use, the number of magnets in the first magnet structure 25 and the second magnet structure 112 can be increased or decreased according to needs. The first magnet structure 25 and the second magnet structure 112 are respectively provided on the side of the common iliac artery segment 22 or the external iliac artery segment 23 of the iliac artery system module opposite to the first unit 11, and the two magnets are detachably connected by the attraction of the magnets. This connection method is not only convenient to install and disassemble, but also ensures the stability of the connection, ensuring that the iliac artery module 2 will not easily fall off during teaching. At the same time, the magnetic attraction ensures that the common iliac artery segment 22 is aligned with the anatomical position of the sacrum (e.g., the bifurcation of the common iliac artery is level with the L4 vertebral body), improving the realism of the training. It facilitates the replacement of vascular modules with different injury types (such as rupture and embolism) and adapts to diverse teaching scenarios.

[0044] The vascular interventional training module includes a ruptureable segment located within the internal iliac artery segment 24. In practice, the ruptureable segment (not shown in the diagram) mates with the internal iliac artery segment 24 and is detachably installed within it. The outer diameter of the ruptureable segment is less than or equal to the inner diameter of the internal iliac artery segment 24; there is either an interference fit or a gap between the ruptureable segment and the internal iliac artery segment 24. The placement of the ruptureable segment within the internal iliac artery segment 24 simulates common vascular rupture scenarios in pelvic trauma. Students can use this simulation device to learn how to identify the symptoms of vascular rupture, determine the location of the rupture, and perform corresponding hemostasis and repair procedures, improving their ability to manage vascular injuries. The ruptureable segment increases the practicality of the teaching, allowing students to practice rescue operations in simulated emergency situations, cultivating their emergency response and decision-making abilities. The ruptureable segment simulates a critical scenario of pelvic fracture combined with arterial injury, training students in emergency hemostasis skills (such as interventional embolization). Trainees need to control the catheter to select the culprit blood vessel for embolization and hemostasis, and avoid progressively worsening blood loss caused by ruptured blood vessels. Trainees also need to control the catheter pressure to prevent premature rupture and improve the precision of the operation.

[0045] In practical use, the ruptureable segment is made of silicone with a thickness of 0.18mm to 0.22mm. The specification that the ruptureable segment is made of silicone with a thickness of 0.18mm to 0.22mm ensures that it will rupture under certain pressure, simulating a real blood vessel rupture, while also allowing control over the difficulty and extent of the rupture, making the teaching process safer and more controllable. Furthermore, the physical properties of silicone are quite similar to those of human blood vessels, further enhancing the realism of the simulation.

[0046] In practice, the vascular intervention training module of the iliac artery module 2 includes a vascular sheath 26, a balloon catheter, etc. In actual use, the vascular intervention training module also includes catheters and guidewires used to demonstrate interventional embolization hemostasis.

[0047] The balloon catheter used is an inflatable balloon catheter. Specifically, the vascular interventional training module includes an inflatable balloon catheter embedded in the abdominal aortic segment 21, connected to an external pressure pump, syringe, or three-way valve. The inflatable balloon catheter is used to demonstrate the reboa (re-occlusion) technique. In practice, an inflatable balloon catheter (not shown in the figure) is embedded in the abdominal aortic segment 21 and connected to an external pressure pump (not shown in the figure). The expansion and contraction of the inflatable balloon catheter are controlled by the pressure pump (or syringe) to simulate the process of occluding blood flow for hemostasis. For example, in the simulated reboa (re-occlusion) technique, trainees can practice balloon positioning, inflation, and pressure control to control massive pelvic hemorrhage. This allows students to learn how to correctly use inflatable balloon catheters for vascular interventional therapy, mastering relevant operational skills and precautions. For example, by observing the balloon inflation effect through the pressure pump, they can understand the relationship between hemodynamic changes and operation, thereby improving their skills in vascular interventional therapy. The syringe provides a low-cost manual operation training option. The three-way valve supports multi-channel connections, facilitating simultaneous training in balloon inflation / deflation and pressure monitoring. The inclusion of an inflatable balloon catheter enriches the teaching content, exposing students to a wider range of interventional vascular treatment methods and broadening their knowledge and clinical perspective.

[0048] like Figure 1 and Figure 3 As shown, the vascular intervention training module includes a detachable vascular sheath 26 connected to the end of the external iliac artery segment 23. This technology allows trainees to practice installing and removing the vascular sheath 26, becoming familiar with its application in vascular interventional therapy; for example, quickly changing the sheath to accommodate different interventional devices (such as embolization catheters and balloon catheters), simulating the emergency treatment process for post-traumatic vascular rupture. An external pressure sensor connected to the sheath monitors the simulated blood extravasation in real time, assessing the effectiveness of the trainee's hemostasis procedures. Simultaneously, it effectively improves the trainee's comprehensive operational skills and familiarity with actual treatment procedures, achieving highly realistic training in interventional access establishment and multimodal hemostasis techniques in pelvic trauma treatment, directly corresponding to the clinical priority of "controlling bleeding - stabilizing the pelvis."

[0049] This novel simulation device, through modular bone design, transparent vascular integration, and magnetic rapid assembly technology, enables comprehensive teaching of pelvic trauma treatment. It simultaneously trains in orthopedic reduction and fixation, vascular interventional hemostasis, and external fixation device operation, recreating a multidisciplinary collaborative treatment scenario. It allows for free combination of fracture types and vascular injuries; simultaneous practice of key skills such as external fixation and vascular intervention; and verification of operational effectiveness through material properties (such as silicone rupture and balloon pressure).

[0050] The technical solutions provided by the embodiments of this utility model have been described in detail above. Specific examples have been used to illustrate the principles and implementation methods of the embodiments of this utility model. The description of the above embodiments is only for helping to understand the principles of the embodiments of this utility model. At the same time, for those skilled in the art, there will be changes in the specific implementation methods and application scope based on the embodiments of this utility model. Therefore, the content of this specification should not be construed as a limitation of this utility model.

Claims

1. A teaching simulation device for comprehensive treatment of pelvic trauma, characterized in that, Includes the pelvic module and the iliac artery module; The pelvic module is made of rigid material; The pelvic module consists of multiple detachable fracture simulation units connected together; the detachable fracture simulation unit includes a first unit composed of the sacrum; The iliac artery module includes an iliac artery system module and a vascular intervention training module used in conjunction with the iliac artery system module. The iliac artery system module is an integral structure made of transparent rubber material, which includes the abdominal aortic segment, the common iliac artery segment, the internal iliac artery segment, and the external iliac artery segment. The common iliac artery segment or external iliac artery segment of the iliac artery system module is detachably connected to the first unit.

2. The pelvic trauma comprehensive treatment teaching simulation device according to claim 1, characterized in that, The split fracture simulation unit also includes a second unit and a third unit that are detachably connected to the left and right sides of the first unit; The second and third units are detachably connected to the fourth and fifth units, respectively; The fourth unit and the fifth unit are detachably connected to the sixth unit on the opposite side.

3. The pelvic trauma comprehensive treatment teaching simulation device according to claim 2, characterized in that, The second unit includes an upper part and a lower part; the upper part of the second unit includes the left iliac bone; The lower part of the second unit includes a segment of the left pubis and a segment of the left ischium connected to the lower end of the left iliac bone; The third unit includes an upper part and a lower part; the upper part includes the right ilium; the lower part includes a segment of the right pubis and a segment of the right ischium connected to the lower end of the right ilium. The fourth unit consists of two segments of the left pubis and two segments of the left ischium; The fifth unit consists of two segments of the right pubis and two segments of the right ischium; The sixth unit is composed of the pubic symphysis.

4. The pelvic trauma comprehensive treatment teaching simulation device according to claim 3, characterized in that, The upper parts of the second unit and the upper parts of the third unit are respectively connected to the left and right sides of the first unit by magnets; The lower part of the second unit is connected to the opposite side of the fourth unit by a magnet; The lower part of the third unit is connected to the opposite side of the fifth unit by a magnet; The fourth and fifth units are respectively connected to the left and right sides of the sixth unit via magnets.

5. The pelvic trauma comprehensive treatment teaching simulation device according to claim 1, characterized in that, The upper part of the second unit and the upper part of the third unit are respectively provided with multiple fixed bracket connection holes at the end away from the first unit; the fixed bracket connection holes are connected to the external fixed bracket to simulate the installation of the external fixed bracket.

6. The pelvic trauma comprehensive treatment teaching simulation device according to claim 1, characterized in that, The common iliac artery segment or external iliac artery segment of the iliac artery system module is provided with a first magnet structure on the side opposite to the first unit; correspondingly, the first unit is provided with a second magnet structure that cooperates with the first magnet structure.

7. The pelvic trauma comprehensive treatment teaching simulation device according to claim 1, characterized in that, The vascular intervention training module includes a ruptureable segment located within the internal iliac artery.

8. The pelvic trauma comprehensive treatment teaching simulation device according to claim 7, characterized in that, The fractured section is made of silicone material and has a thickness of 0.18 mm to 0.22 mm.

9. The pelvic trauma comprehensive treatment teaching simulation device according to claim 1, characterized in that, The vascular intervention training module includes an inflatable balloon catheter embedded in the abdominal aortic segment, which is connected to an external pressure pump, syringe, or three-way valve.

10. The pelvic trauma comprehensive treatment teaching simulation device according to claim 1, characterized in that, The vascular intervention training module includes a detachable vascular sheath that is attached to the end of the external iliac artery segment.

Images