A training device for simulating a lung function test

Abstract

The utility model discloses a training device of simulation lung function examination, including hollow pipe, be equipped with air inlet and air outlet on hollow pipe, be equipped with the ball in hollow pipe, one end of hollow pipe is equipped with the baulk, the sliding rod of sliding setting is equipped with on baulk, and the sliding rod slides along the axial direction of hollow pipe. Ball promotes display piece to slide to the outside of hollow pipe through linear sliding to show the blowing state. The utility model sets up the ball and sliding rod of linear sliding in hollow pipe, blows the air to hollow pipe through self air inlet, drives the ball to slide to sliding rod and then pushes and shoves the sliding rod, judges whether blowing action is up to the mark through the observation whether the sliding rod slides out of hollow pipe, thereby provides an intuitive, definite visual feedback for operator, greatly reduces the dependence on medical staff personal experience.

Description

Technical Field

[0001] This utility model relates to the field of medical training device technology, specifically to a training device that simulates lung function testing. Background Technology

[0002] Pulmonary function tests are an important physiological examination method for exploring the functional status of the human respiratory system. They play an irreplaceable role in the early diagnosis of respiratory diseases, disease monitoring, treatment evaluation, and preoperative risk assessment. During a formal pulmonary function test, patients are typically asked to perform forceful, rapid exhalation and inhalation actions as instructed, such as in a forced vital capacity (FVC) test.

[0003] However, since most patients are experiencing this type of examination for the first time, they are unfamiliar with the procedure and the required breathing techniques. Furthermore, the need to wear a nose clip and mouthpiece during the examination can easily cause tension and anxiety, leading to difficulties in correctly cooperating with the operator's instructions during the actual examination. This can result in insufficient blowing force, inadequate burst power, or excessively short blowing time. Therefore, to overcome these problems, it is crucial to conduct simulation training for patients before the actual examination.

[0004] Currently, everyday items such as balloons and short whistles are commonly used in clinical practice for simulation training. Patients are assisted in adapting to the blowing test by blowing up balloons or blowing short whistles, while medical staff observe the size of the balloon inflation or the duration of the whistle sound to estimate whether the patient's blowing volume and duration are sufficient to issue the instruction to continue blowing or stop blowing.

[0005] However, these simulation training methods often require experienced medical personnel to make visual observations and subjective judgments, which not only makes the evaluation criteria less uniform and standardized, but also requires the direct participation of medical personnel. Utility Model Content

[0006] To solve the above-mentioned technical problems, this utility model specifically provides the following technical solution: A training device for simulating lung function testing includes a hollow tube with an air inlet and an air outlet to form an airflow circuit. A ball is provided inside the hollow tube and is slidably disposed along the axial direction of the hollow tube. A stop is provided at one end of the hollow tube, and a sliding rod is slidably disposed on the stop and is slidably disposed along the axial direction of the hollow tube. The ball pushes the display element to slide outward from the hollow tube through linear sliding to display the blowing state.

[0007] In a preferred embodiment of this utility model, the air inlet is formed on the wall of the hollow tube, and the air inlet is located between the air inlet and the rolling ball.

[0008] As a preferred embodiment of this utility model, the hollow tube includes a first section and a second section, the ends of the first section and the second section are connected by a movable connection to form a detachable coaxial tube body; The air inlet and the air outlet are located on the first section of the pipe, and the baffle is located on the second section of the pipe.

[0009] As a preferred embodiment of this utility model, a magnifying display element is provided at the end of the slide bar away from the rolling ball.

[0010] As a preferred embodiment of this utility model, a micro-elastic spring is sleeved on the outside of the slide rod. One end of the micro-elastic spring is fixedly connected to the stop block, and the other end is connected to the end of the slide rod.

[0011] Compared with the prior art, this utility model has the following advantages: This invention features a linearly sliding ball and a sliding rod inside a hollow tube. Air is blown into the hollow tube through the air inlet, driving the ball to slide towards the sliding rod and push it. The success of the blowing action is judged by observing whether the sliding rod slides out of the hollow tube. This provides the operator with intuitive and clear visual feedback, greatly reducing reliance on the personal experience of medical staff. This makes the training effect more intuitive, quantifiable, and standardized, while also reducing the involvement of medical staff and alleviating their workload. Attached Figure Description

[0012] To more clearly illustrate the embodiments of this utility model or the technical solutions in the prior art, the drawings used in the description of the embodiments or the prior art will be briefly introduced below. Obviously, the drawings in the following description are merely exemplary, and those skilled in the art can derive other embodiments based on the provided drawings without creative effort.

[0013] Figure 1 This is a cross-sectional structural diagram of the present invention; Figure 2 This is a schematic diagram of the overall structure of this utility model.

[0014] The labels in the diagram represent the following: 1. Hollow tube; 2. Air inlet; 3. Air outlet; 4. Ball; 5. Stop block; 6. Slide rod; 7. First section tube; 8. Second section tube; 9. Magnifying display component; 10. Micro-elastic spring. Detailed Implementation

[0015] The technical solutions of the present utility model will be clearly and completely described below with reference to the accompanying drawings of the embodiments. Obviously, the described embodiments are only some embodiments of the present utility model, and not all embodiments. Based on the embodiments of the present utility model, all other embodiments obtained by those of ordinary skill in the art without creative effort are within the protection scope of the present utility model.

[0016] like Figure 1 and Figure 2 As shown, this utility model provides a training device for simulating pulmonary function testing, including a hollow tube 1 with an air inlet 2 and an air outlet 3 to form an airflow circuit. Specifically, the hollow tube 1 can be made of transparent or semi-transparent medical plastic material, such as polycarbonate or polyethylene, to ensure that the internal structure is visible and that the patient can easily observe the blowing effect. A mouthpiece can be provided at the end of the hollow tube 1 to accommodate the blowing operation. A ball bearing 4 is provided inside the hollow tube 1, and the ball bearing 4 is slidably disposed along the axial direction of the hollow tube 1. The diameter of the ball bearing 4 is slightly smaller than the inner diameter of the hollow tube 1, for example, %-% of the inner diameter, to ensure that the ball bearing 4 can slide freely and linearly inside the tube without getting stuck, while providing a certain airflow obstruction effect. A stop block 5 is provided at one end of the hollow tube 1, and a slide rod 6 is slidably disposed on the stop block 5, sliding along the axial direction of the hollow tube 1. The stop block 5 is fixed to the end of the hollow tube 1 and can be integrally molded. The slide rod 6 uses a smooth surface material to reduce friction. The rolling ball 4 pushes the slide bar 6 to slide outward from the hollow tube 1 through linear sliding to indicate the blowing state.

[0017] The specific working principle is as follows: The patient blows forcefully through the air inlet 2, and a small amount of airflow flows out from the air outlet 3 and the edge gap of the ball 4 to form an airflow path. Most of the airflow pushes the ball 4 to slide axially towards the stop block 5 inside the hollow tube 1. When the ball 4 contacts and pushes the slide rod 6, part or all of the slide rod 6 extends outside the hollow tube 1, providing visual feedback. If the slide rod 6 does not extend or extends insufficiently, it indicates that the blowing force or duration is not up to standard; otherwise, it indicates that the standard is met.

[0018] This collaborative approach avoids the problem of relying on medical personnel's subjective judgment of balloon inflation or whistle continuity, as is present in existing technologies, and achieves quantitative and standardized training feedback. The air inlet 2 is located on the wall of the hollow tube 1, between the air outlet 3 and the rolling ball 4 to form a logical airflow path.

[0019] Among them, such as Figure 2As shown, the hollow tube 1 includes a first section 7 and a second section 8. The ends of the first section 7 and the second section 8 are connected by a movable connection to form a detachable coaxial tube body. Specifically, the movable connection can be a threaded connection, a snap-fit ​​connection, or a magnetic adsorption connection. After connection, the inner walls of the first section 7 and the second section 8 are seamlessly aligned, ensuring smooth sliding of the ball 4. For example, the ends of the first section 7 and the second section 8 are provided with magnetic suction components that can connect to each other, enabling quick connection. Furthermore, positioning pins and holes can be provided on both ends for quick alignment, preventing misalignment of the tube body after docking and resulting in uneven inner walls. The air inlet 2 and the air outlet 3 are located on the first section 7, and the stop block 5 is located on the second section 8.

[0020] The main purpose of this detachable design is to facilitate the replacement of the ball 4. By disassembling the first section 7 and the second section 8, the user can remove the ball 4 and replace it with a ball 4 of different specifications to adjust the training difficulty. Replacing the ball 4 allows adjustment of its ability to block airflow within the hollow tube 1, thereby matching the training standards of different training groups (such as adults, children, or the elderly) or different test items (such as FVC or peak expiratory flow rate PEF).

[0021] Specifically, whether the slide bar 6 extends or not and the length of its extension depends on the resistance of the ball 4 to the airflow in the hollow tube 1. This resistance further depends on the friction between the ball 4 and the tube wall and the ball 4's own ability to block the airflow.

[0022] For example, the balls 4 can be replaced with different contact areas and coefficients of friction: a rough-surfaced rubber ball 4 can be used to increase friction and resistance, suitable for training that requires higher blowing intensity; or a smooth plastic ball 4 can be used to reduce friction.

[0023] Alternatively, different structures of the rolling balls 4 can be used to adjust the blocking ability: solid rolling balls 4 provide maximum blocking, suitable for high-intensity training; semi-perforated rolling balls 4 (e.g., structures with evenly distributed small holes) provide medium blocking; and rolling balls 4 with large-area perforations (e.g., mesh or porous designs) provide minimum blocking, suitable for low-intensity or recovery training. Through these variations, users can customize the training threshold according to the patient's lung function level, ensuring the targeted and safe nature of the training.

[0024] Furthermore, such as Figure 1As shown, a magnifying display 9 is provided at the end of the slide bar 6 furthest from the ball 4. The magnifying display 9 can be spherical, flag-shaped, or disc-shaped, and can be made of brightly colored materials such as red or fluorescent yellow plastic to enhance visual visibility. For example, the magnifying display 9 can be designed as a disc with the words "Meets Standard" or a green mark. When the slide bar 6 is extended, the display protrudes from the outside of the hollow tube 1, making it easy for patients or medical personnel to observe from a distance. The magnifying display 9 makes the feedback on the blowing status more obvious, especially suitable for patients with poor vision or group training scenarios. During operation, when the ball 4 pushes the slide bar 6 to extend, the bright color and large size of the magnifying display 9 provide an immediate and intuitive visual signal, avoiding the problem of the small slide bar 6 being difficult to detect.

[0025] like Figure 1 As shown. A micro-elastic spring 10 is sleeved on the outside of the slide rod 6. One end of the micro-elastic spring 10 is fixedly connected to the stop block 5, and the other end is connected to the end of the slide rod 6. Specifically, the micro-elastic spring 10 is a helical spring with a low elastic coefficient, ensuring that it provides a weak pulling force to cause the slide rod 6 to return to its original position when there is no external force. The spring is sleeved on the outside of the slide rod 6.

[0026] The function of the micro-elastic spring 10 is to maintain the original position of the slide rod 6 when the ball 4 is not in contact with it, ensuring that it remains inside the hollow tube 1 and preventing accidental extension. Simultaneously, after the patient completes the inhalation, the ball 4 is returned to its original position towards the air inlet 2 by inhalation or tilting the device. At this time, the micro-elastic spring 10 automatically pulls back the slide rod 6, preparing for the next inhalation operation, thereby enhancing the reusability of the device and simulating multiple respiratory cycles in a real pulmonary function test.

[0027] The above embodiments are merely exemplary embodiments of this application and are not intended to limit this application. The scope of protection of this application is defined by the claims. Those skilled in the art can make various modifications or equivalent substitutions to this application within its substance and scope of protection, and such modifications or equivalent substitutions should also be considered to fall within the scope of protection of this application.

Claims

1. A training device for simulating lung function testing, characterized in that, include: A hollow tube (1) is provided with an air inlet (2) and an air outlet (3) to form an airflow circuit. A ball (4) is provided inside the hollow tube (1). The ball (4) is slidably arranged along the axial direction of the hollow tube (1). A stop block (5) is provided at one end of the hollow tube (1). A slide rod (6) is slidably arranged on the stop block (5). The slide rod (6) is slidably arranged along the axial direction of the hollow tube (1). The ball (4) pushes the display to slide out of the hollow tube (1) through linear sliding to display the blowing state.

2. The training device for simulating lung function testing according to claim 1, characterized in that: The air inlet (2) is located on the wall of the hollow tube (1) and the air inlet (2) is located between the air inlet (2) and the ball (4).

3. The training device for simulating lung function testing according to claim 2, characterized in that: The hollow tube (1) includes a first section (7) and a second section (8), the ends of the first section (7) and the second section (8) are connected by a movable connection to form a detachable coaxial tube body; The air inlet (2) and the air outlet (3) are located on the first section pipe (7), and the baffle (5) is located on the second section pipe (8).

4. The training device for simulating lung function testing according to claim 3, characterized in that: A magnifying display element (9) is provided at the end of the slide bar (6) away from the ball (4).

5. The training device for simulating lung function testing according to claim 4, characterized in that: A micro-elastic spring (10) is sleeved on the outside of the slide rod (6). One end of the micro-elastic spring (10) is fixedly connected to the stop block (5), and the other end is connected to the end of the slide rod (6).

Images