Root canal therapy tooth teaching model

Abstract

The application relates to the field of oral teaching, in particular to a root canal treatment tooth teaching model. The teaching model comprises a simulation tooth base, a plurality of mimic root tips, mimic channels and developing lines. The plurality of mimic root tips are arranged at the bottom of the simulation tooth base, the mimic channels extend downward from the top of the simulation tooth base and are communicated with the mimic root tips. The developing lines are embedded in the simulation tooth base, and the developing lines can block and map the directions of the mimic channels and the mimic root tips when X-ray irradiation. The distribution of the mimic root tips and the mimic channels simulates the distribution of the root tips in the tooth, and the mimic channels simulate the channels opened in the treatment process, so that the actual situation of the human tooth can be shown in the teaching process. The developing lines can block the X-ray, so that the profiles of the mimic channels and the mimic root tips are shown under the X-ray, so that the teaching is better.

Description

Technical Field

[0001] This application relates to the field of dental education, and in particular to a model of a dental teaching aid for root canal treatment. Background Technology

[0002] Current dental education, especially endodontics courses, places great emphasis on cultivating practical skills. Dental models, as core teaching tools, play an irreplaceable role in this process. They effectively simulate the morphology of the real pulp chamber, the diverse root canal systems, and various complex pathological conditions, providing students with a relatively safe and repeatable practice platform. However, despite advancements in morphological simulation of existing dental models, endodontic teaching tools have long faced two significant and interconnected core technical challenges in practical teaching. These challenges severely restrict teaching quality and the effective acquisition of skills by students, and pose potential risks to the reliability of future clinical procedures.

[0003] First, there is the observational deficit caused by hand obstruction during the procedure. Many crucial steps in endodontic treatment, such as canal orifice location, preparation of curved canals, removal of pulp chamber shoulders, and final canal filling, all require extremely precise instrument control from the operator. However, in actual teaching settings, when instructors perform these procedures on dental models, the physical obstruction caused by their hands, instruments, and the model itself, coupled with the narrow space inside the tooth and insufficient lighting, creates a formidable visual barrier. Students cannot observe from multiple angles and dynamically how the instructor precisely locates hidden canal orifices, skillfully guides instruments along the curved canal, and controls the flow and density of the filling material—these are all crucial details. Even with the aid of projectors for magnification or microscopy, the flat images, inability to realistically represent three-dimensional spatial relationships, and difficulty in meeting the needs of multiple students for simultaneous real-time observation, fail to completely resolve this predicament of not being able to see clearly and learn effectively.

[0004] Secondly, there is the inherent limitation of existing pulp model materials, namely the technical bottleneck of not being able to visualize the periapical region via X-ray. During endodontic treatment, the thoroughness of root canal preparation and the density of root canal filling both require evaluation via X-ray imaging. The image quality, especially at the periapical region, is crucial for assessing treatment effectiveness and detecting potential complications such as overfilling, underfilling, and perforation. However, most commercially available endodontic teaching models, limited by the X-ray transmission or imaging properties of their materials, often cannot simulate the real tooth bone structure and periapical tissues under X-ray, nor can they clearly display the actual X-ray image of the filling material within the root canal. This means that students, during simulation exercises, cannot evaluate their preparation and filling effects in real time using immediate X-ray images as in clinical practice, and they cannot learn how to adjust their operational strategies based on X-ray images. This teaching model, which is detached from the real clinical diagnostic environment, results in insufficient development of students' ability to combine X-ray interpretation with clinical operation. It fails to form a complete operation-image assessment-adjustment cycle during the practice stage, which directly affects their ability to diagnose periapical lesions, judge the quality of root canal filling, and avoid medical risks after entering clinical practice. It increases the risk of students making misjudgments and operational errors in actual clinical operations, and indirectly affects the patient's treatment safety and prognosis reliability. Utility Model Content

[0005] To solve, or at least partially solve, the aforementioned technical problems, this application provides a dental teaching model for root canal treatment. The teaching model includes: a simulated tooth abutment, multiple simulated apexes, simulated channels, and radiopaque lines. The multiple simulated apexes are disposed at the bottom of the simulated tooth abutment. The simulated channels extend downwards from the top of the simulated tooth abutment and communicate with each simulated apex. The radiopaque lines are embedded inside the simulated tooth abutment, and during X-ray irradiation, the radiopaque lines can block and map the direction of the simulated channels and simulated apexes.

[0006] Preferably, multiple imaging lines are arranged on the sidewall of the mimicry channel and extend along the extension direction of the mimicry channel, extending into the mimicry root tip.

[0007] Preferably, the mimicry channel includes: a main channel and multiple branch microtubes. The main channel extends downward from the top of the simulated tooth base, and the multiple branch microtubes are embedded in the simulated tooth base. One end of each branch microtube is connected to the bottom area of ​​the main channel, and the other end of each branch microtube is connected to the corresponding mimicry root apex structure.

[0008] Preferably, the simulated tooth abutment includes a body portion and a base portion. The main channel extends downwards from the top of the body portion, and the base portion is detachably connected to the body portion. Branch microtubes and simulated root apex are both disposed within the base portion.

[0009] Preferably, the bottom of the main body is provided with multiple through holes, which are connected to the main channel. The number of through holes is greater than the number of branch microtubes. Each branch microtube has a connector extending away from the mimic root tip at one end. The connector matches the through hole and can be inserted into the through hole and connected to the main channel, so that the main body is connected to the base.

[0010] Preferably, mushroom-shaped positioning posts are distributed on the sidewalls of the mimicry channel along its extension direction. Each mushroom-shaped positioning post includes a post body and a mushroom-shaped positioning head. One end of the post body is connected to the sidewall of the mimicry channel. The post body is used to surround the developing line. The mushroom-shaped positioning head is connected to the post body and is used to prevent the developed line from separating from the post body after being surrounded. The developing line passes through and wraps around the positioning post and is fixed in place.

[0011] Preferably, multiple filling grooves are distributed on the inner walls of the mimicry channel and the mimicry root tip, and the developing line filling is set in the filling groove.

[0012] Preferably, the simulated tooth base further includes: a radiopaque channel extending downward from the upper surface of the simulated tooth base from the edge of the channel opening of the simulated channel, the radiopaque channel being in contact with the outer surface of the simulated channel, and at least two radiopaque channels being located on both sides of the simulated channel to outline the contour of the simulated channel.

[0013] Preferably, the teaching aid model also includes: a simulated tooth surface, which is set on the upper surface of the simulated tooth base and covers the simulated channel system, and the lower surface of the simulated tooth surface is provided with a hook structure for hanging and fixing the developing line so that the developing line is in a predetermined position after installation.

[0014] Preferably, the angle between each branch microtube and the main channel is 45°–60°, and the outer surface of the branch microtube is distributed with clusters of star-shaped markers at intervals.

[0015] Compared to existing technologies, this application can simulate the condition of teeth in real life and simulate the root apex embedded in the tooth to restore the internal root apex condition of the tooth for teaching purposes. At the same time, the imaging line can outline the contours of the simulated channel and simulated root apex, and with the help of the imaging line to block the penetration of X-rays, the printed tooth can show the shape of the simulated channel and simulated root apex under X-rays, so as to better meet the needs of teaching scenarios and achieve accurate teaching work. Attached Figure Description

[0016] To more clearly illustrate the embodiments of this application, the relevant drawings will be briefly described below. It is understood that the drawings described below are only for illustrating some embodiments of this application, and those skilled in the art can obtain many other technical features and connections not mentioned herein based on these drawings.

[0017] Figure 1This is a schematic diagram of the structure of the dental teaching aid model for root canal treatment according to the embodiments of this application;

[0018] Figure 2 This is a structural schematic diagram of the root canal treatment dental teaching aid model according to an embodiment of this application from another angle;

[0019] Figure 3 This is a schematic diagram of the structure of the root canal treatment dental teaching model after the mimicry tooth surface has been removed according to the embodiments of this application;

[0020] Figure 4 This is a schematic diagram of the structure of the root canal treatment dental teaching model after the mimicry tooth surface has been removed, according to an embodiment of this application;

[0021] Figure 5 This is a schematic diagram of the base portion of the root canal treatment dental teaching aid model according to an embodiment of this application;

[0022] Figure 6 This is a schematic diagram of the main body of the root canal treatment dental teaching aid model according to an embodiment of this application;

[0023] Figure 7 This is a structural schematic diagram of the main body of the root canal treatment dental teaching aid model according to an embodiment of this application from another angle.

[0024] Figure 8 This is a schematic diagram of the base of the dental teaching aid model for root canal treatment according to an embodiment of this application from another angle.

[0025] Explanation of reference numerals in the attached figures:

[0026] 1. Simulated tooth base; 11. Body part; 12. Base part; 111. Radiopaque channel; 115. Through-hole plate; 1151. Through hole; 119. Mimicked tooth surface; 2. Radiopaque line; 3. Main channel; 31. Mushroom-shaped positioning post; 4. Branch microtube; 5. Mimicked root apex. Detailed Implementation

[0027] The present application will now be described in detail with reference to the accompanying drawings.

[0028] Current endodontic teaching models have significant shortcomings in simulating real clinical environments. The core issue lies in the fact that existing model materials cannot realistically reproduce the periapical tissues and filling materials on X-ray films due to their X-ray transmission and imaging properties; in other words, they cannot display the periapical region via X-ray. The essence of this deficiency is that existing teaching model materials, such as common resins, plastics, or composite materials, differ significantly from real tooth bone structures and root canal filling materials in terms of atomic number, density, and X-ray absorption characteristics. This results in insufficient clarity and contrast when X-rays penetrate these materials, making it impossible for the model to present the complex anatomical structure of a real tooth under X-ray, particularly key anatomical landmarks such as bone density at the periapical region, periodontal ligament space, and apical foramen, thus obscuring the teaching effect. This deficiency is prominent in several specific application scenarios, negatively impacting the development of students' clinical skills. First, during root canal preparation, students cannot immediately assess via X-ray whether the file has reached the apex, or whether there are issues such as under-preparation, over-preparation, step formation, or perforation, thus hindering the development of an image-based correction mechanism. Second, during root canal filling, students cannot visually observe the actual distribution of the filling material within the root canal, the presence of voids, whether it exceeds the apical foramen, or whether it has not reached the working length, thus preventing the quantitative assessment of filling quality and the refinement of operational skills. Furthermore, the development of early recognition skills for potential complications such as over-filling, under-filling, and perforation during root canal treatment is severely hampered; students cannot learn to identify these key radiographic signs and practice emergency management in a simulated environment. This teaching model, detached from a real clinical diagnostic environment, results in a severe deficiency in students' ability to integrate X-ray interpretation with clinical operation, preventing the formation of a complete closed-loop feedback mechanism for operation, image assessment, and adjustment during the practice phase. If this continues, students will find it difficult to develop refined operational habits based on image feedback, which will directly affect the diagnosis of periapical lesions, the assessment of root canal filling quality, and the avoidance of medical risks. It will also indirectly increase the risk of students making misjudgments and operational errors in actual clinical operations, ultimately harming the patient's treatment safety and prognosis reliability.

[0029] In view of this, this application provides a dental teaching tool model for root canal treatment to solve the above problems.

[0030] First Implementation Method

[0031] refer to Figure 1 The illustration shows a dental teaching model for root canal treatment. The model includes: a simulated tooth abutment 1, multiple simulated apexes, simulated channels, and radiopaque lines 2. The multiple simulated apexes are located at the bottom of the simulated tooth abutment 1. The simulated channels extend downwards from the top of the simulated tooth abutment 1 and connect with each simulated apex. The radiopaque lines 2 are embedded inside the simulated tooth abutment 1 and, when exposed to X-rays, can block and project the direction of the simulated channels and simulated apexes.

[0032] The simulated tooth abutment 1 mimics the external morphology of a tooth to present its basic structure, facilitating more accurate observation. Multiple simulated root apexes are designed within the abutment to simulate the actual root apexes inside the tooth, providing a more realistic reflection of the simulated tooth's state for root apex simulation. During root canal treatment, root canal preparation is the first step. This preparation within the tooth establishes communication with the various root apexes, enabling subsequent treatment. The simulated channel extending downwards from the top of the simulated tooth abutment 1 simulates this prepared root canal and, through communication with the simulated root apexes, recreates the positional relationship between the root canal and the various root apexes during root canal treatment.

[0033] To better demonstrate the depth to which instruments, such as treatment files, are inserted into the simulated root apex and to ensure accurate reaching of the treatment location, the teaching model needs to be irradiated with X-rays. However, due to the limitations of the model material, the X-rays completely penetrate the model body during the X-ray penetration process, making it impossible to clearly show the simulated root apex and simulated channels located inside the model. Therefore, by setting up imaging lines 2, the penetration of X-rays can be effectively blocked. These imaging lines 2 can outline the contours of the simulated channels and simulated root apex, allowing them to be clearly displayed under X-ray irradiation. The imaging lines 2 are made of medical-grade silicone containing 15-30% barium sulfate, with a density ≥2.5 g / cm³. 3 To effectively absorb X-rays. Through-hole 1151 not only provides trainees with high-quality teaching materials, but also facilitates their observation of how to precisely deliver the file used for treatment to the target location within the root apex, thereby achieving more precise teaching.

[0034] Furthermore, refer to Figure 3 The multiple imaging lines 2 shown are set on the sidewall of the mimicry channel and extend along the extension direction of the mimicry channel, extending into the mimicry root tip.

[0035] By placing the developing lines 2 on the inner wall of the simulated channel, the developing lines 2 can fully outline the contour of the simulated channel. To ensure that the developing lines 2 accurately or clearly reflect the shape of the simulated channel when the teaching model is at multiple different angles and postures, multiple developing lines 2 can be evenly spaced on the side wall of the simulated channel. Even if the model rotates under X-ray irradiation during teaching, the contour of the simulated channel can still be accurately outlined at different angles. This not only ensures the smooth progress of the teaching process but also reduces the difficulty of setting the model's angle.

[0036] In addition, refer to Figure 5As shown, the mimicry channel includes a main channel 3 and multiple branch microtubes 4. The main channel 3 extends downward from the top of the simulated tooth base 1. The multiple branch microtubes 4 are embedded in the simulated tooth base 1. One end of the branch microtubes 4 is connected to the bottom area of ​​the main channel 3, and the other end of the branch microtubes 4 is connected to the corresponding mimicry root apex structure.

[0037] By dividing the mimicry channel into a main channel 3 and multiple branch microtubules 4, the main channel 3 can better demonstrate the root canal preparation process. Simultaneously, the multiple branch microtubules 4 can connect with each mimicry apex, thus more realistically reproducing the complex internal structure of the tooth. Furthermore, the placement and guidance of the branch microtubules 4 allows for better embedding and extension of the radiopaque line 2 into the mimicry apex. As the apex is a key area to focus on during root canal treatment, the clear visualization of its outline is particularly important. The guiding role of the branch microtubules 4 will facilitate the precise placement of the radiopaque line 2, thus providing a more optimized application scenario for teaching root apexification.

[0038] Second Implementation Method

[0039] In the first embodiment of this application, a dental teaching model for root canal treatment is disclosed. By setting mimicry channels and mimicry root apexes within the teaching model, the internal structure of the oral cavity is recreated. Simultaneously, by setting radiopaque lines 2, the outlines of the mimicry channels and mimicry root apexes can be displayed under X-ray irradiation, facilitating more precise teaching. However, different teeth have different root shapes, thus the distribution of root apexes varies.

[0040] In view of this, the improvement of the second embodiment of this application compared with the first embodiment is that, referring to Figure 2 , Figure 5 and Figure 8 The simulated tooth base 1 shown includes a body part 11 and a base part 12. The main channel 3 extends downward from the top of the body part 11. The base part 12 is detachably connected to the body part 11. The branch microtubes 4 and the simulated root tip are both disposed in the base part 12.

[0041] The simulated tooth abutment 1 consists of a body portion 11 and a base portion 12, and can be disassembled. This design allows one body portion 11 to be matched with different base portions 12. Since the simulated root apex is located within the base portion 12, different base portions 12 can be used to simulate various root conditions, which not only improves the utilization rate of the body portion 11 but also reduces the overall manufacturing cost. In addition, the disassembly design of the body portion 11 and the base portion 12 allows the simulated root apex and branch microtubules 4 located within the base portion 12 to be exposed, which greatly facilitates the laying of the radiopaque line 2 and effectively reduces the operational difficulty.

[0042] refer to Figure 7 As shown, the bottom of the main body 11 is provided with a plurality of through holes 1151, which are connected to the main channel 3. The number of through holes 1151 is greater than the number of branch microtubes 4. Each branch microtube 4 has a plug extending away from the mimic root tip at one end, which is connected to the base 12. The plug matches the through hole 1151 and can be inserted into the through hole 1151 and connected to the main channel 3, so that the main body 11 is connected to the base 12.

[0043] To enable the main body 11 to match different base parts 12 and ensure accurate connection of the main channel 3 within the main body 11 to the branch microtubes 4 of different base parts 12 after connection, multiple through holes 1151 can be provided at the bottom of the main body 11 to accommodate different arrangements of the branch microtubes 4. Simultaneously, to achieve rapid connection between the main body 11 and the base part 12, an oblong hole can be provided at the bottom of the main body 11. After the base part 12 is connected to the main body 11, the branch microtubes 4 can slide within the oblong hole, thereby significantly improving the matching accuracy and connection convenience between the main body 11 and the base part 12.

[0044] Furthermore, refer to Figure 6 As shown, mushroom-shaped positioning posts 31 are distributed on the sidewalls of the mimicry channel along its extension direction. Each mushroom-shaped positioning post 31 includes a post body and a mushroom-shaped positioning head. One end of the post body is connected to the sidewall of the mimicry channel. The post body is used to surround the developing line 2. The mushroom-shaped positioning head is connected to the post body and is used to prevent the developing line 2 from separating from the post body after being surrounded. The developing line 2 passes through and wraps around the positioning post and is fixed in place.

[0045] To ensure that the developing line 2 effectively blocks X-rays during use and remains firmly attached to the sidewall of the simulated channel, clearly outlining its contours under X-ray, we designed the following fixing method: the developing line 2 can be fixed by wrapping around the column. Furthermore, the mushroom-shaped positioning head on the column effectively blocks the wrapped developing line 2, preventing it from separating from the positioning head due to insufficient friction during use. Simultaneously, the side of the mushroom head furthest from the column is designed to be curved. This not only avoids interference with teaching aids inserted into the simulated channel during instruction but also effectively reduces friction in case of accidental contact, thus protecting the teaching aids and improving operational smoothness.

[0046] Of course, in order to reduce production costs, multiple filling grooves are distributed on the inner walls of the mimicry channel and the mimicry root tip, and the developing line 2 is filled in the filling groove.

[0047] To secure the developing line 2, filling grooves can be created on the inner walls of the mimicry channel and the mimicry root tip. The developing line 2 can be divided into small segments and filled into these grooves. To prevent the developing line 2 from falling off, after filling, it can be sealed with a sealing head or silicone material to ensure it is secure and does not fall off.

[0048] Third Implementation Method

[0049] The second embodiment of this application discloses a dental teaching model for root canal treatment. The radiopaque line 2 is placed on the inner wall of the simulated channel in different ways, allowing the teaching model to display the outline of the simulated channel and simulated root apex under X-ray irradiation. However, the radiopaque line 2 placed within the simulated channel occupies part of the channel's space, and it may curl when placed within the channel, thus affecting the outline.

[0050] In view of this, refer to Figure 3 , Figure 4 and Figure 6 The simulated tooth base 1 shown also includes: a radiopaque line 2 channel 111, which extends downward from the upper surface of the simulated tooth base 1 from the edge of the channel opening of the simulated channel. The radiopaque line 2 channel 111 is in contact with the outer surface of the simulated channel, and at least two radiopaque lines 2 channels 111 are located on both sides of the simulated channel to outline the contour of the simulated channel.

[0051] By setting development channels on both sides of the mimicry channel and the mimicry root tip, and placing development lines 2 within them, the development lines 2 can be made to fit closely to the outer sides of the mimicry channel and the mimicry root tip, thus clearly outlining their contours respectively. The development lines 2 can fully unfold within the development channels with the help of the channels, effectively reducing bending and ensuring accurate outlining.

[0052] In addition, refer to Figure 7 As can be seen, since the developing channel runs through the entire body 11, it greatly facilitates the setting and replacement of the developing line 2, thus making it more conducive to the preparation and operation in the early stage of teaching.

[0053] Secondly, refer to Figure 1 and Figure 2 The teaching aid model shown also includes: a simulated tooth surface 119, which is set on the upper surface of the simulated tooth base 1 and covers the simulated channel system. The lower surface of the simulated tooth surface 119 is provided with a hook structure for hanging and fixing the developing line 2, so that the developing line 2 is in a predetermined position after installation.

[0054] To better reproduce the shape of teeth, the added mimicry tooth surface 119 can replicate the appearance of teeth. At the same time, the hooks on the lower surface of the mimicry tooth surface 119 can fix the applied radiopaque line 2, ensuring that the posture of the radiopaque line 2 remains fixed after the application is completed.

[0055] Finally, the angle between each branch microtube 4 and the main channel 3 is 45°–60°, and the outer surface of the branch microtube 4 is distributed with star-shaped marker clusters at intervals.

[0056] When the outer surface of the branched microtube 4 is dotted with star-shaped markers at intervals, these markers can clearly display a star pattern on the surface of the branched microtube 4 under X-ray irradiation. This greatly facilitates users in quickly identifying and locating the outline of the branched microtube 4 under X-ray, thus effectively assisting in teaching.

[0057] Finally, it should be noted that those skilled in the art will understand that many technical details have been presented in the embodiments of this application to facilitate a better understanding of the present application. However, even without these technical details and various changes and modifications based on the above embodiments, the technical solutions claimed in the claims of this application can be substantially achieved. Therefore, in practical applications, various changes can be made to the above embodiments in form and detail without departing from the spirit and scope of this application.

Claims

1. A dental teaching aid model for root canal treatment, characterized in that, The teaching aid model includes: Simulated dental abutment (1); Multiple simulated root tips are disposed at the bottom of the simulated tooth base (1); The mimicry channel extends downward from the top of the simulated tooth base (1) and communicates with each of the mimicry root apexes; The imaging line (2) is embedded inside the simulated tooth base (1). The imaging line (2) can block and map the direction of the simulated channel and the simulated root tip when X-ray is irradiated.

2. The dental teaching aid model for root canal treatment according to claim 1, characterized in that, Multiple development lines (2) are disposed on the sidewall of the mimicry channel and extend along the extension direction of the mimicry channel to the mimicry root tip.

3. The dental teaching aid model for root canal treatment according to claim 2, characterized in that, The mimicry channel includes: The main channel (3) extends downward from the top of the simulated tooth base (1); Multiple branch microtubes (4) are embedded in the simulated tooth base (1). One end of the branch microtube (4) is connected to the bottom area of ​​the main channel (3), and the other end of the branch microtube (4) is connected to the corresponding simulated root apex structure.

4. The dental teaching aid model for root canal treatment according to claim 3, characterized in that, The simulated tooth base (1) includes: The main channel (3) extends downward from the top of the main body (11); The base portion (12) is detachably connected to the main body portion (11), and the branch microtube (4) and the mimic root tip are both disposed in the base portion (12).

5. The dental teaching aid model for root canal treatment according to claim 4, characterized in that, The bottom of the main body (11) is provided with a plurality of through holes (1151), which are connected to the main channel (3). The number of through holes (1151) is greater than the number of branch microtubes (4). Each of the branch microtubes (4) has a connector extending away from the mimic root tip at one end, the connector being matched with the through hole (1151), the connector being able to extend into the through hole (1151) and connect with the main channel (3) so that the body part (11) is connected to the base part (12).

6. The dental teaching aid model for root canal treatment according to claim 2, characterized in that, Along the extension direction of the mimicry channel, mushroom-shaped positioning posts (31) are distributed on the sidewalls of the mimicry channel; The mushroom-shaped positioning post (31) includes: A column, one end of which is connected to the side wall of the simulated channel, the column being used to surround the developing line (2); A mushroom-shaped positioning head is connected to the column body to prevent the development line (2) after being surrounded from separating from the column body; The developing line (2) passes through and wraps around the positioning post and is fixed.

7. The dental teaching aid model for root canal treatment according to claim 1, characterized in that, Multiple filling grooves are distributed on the inner sidewalls of the mimicry channel and the mimicry root tip, and the developing line (2) is filled in the filling grooves.

8. The dental teaching aid model for root canal treatment according to claim 1, characterized in that, The simulated tooth base (1) also includes: The imaging line (2) channel (111) extends downward from the upper surface of the simulated tooth base (1) from the edge of the channel opening of the simulated channel, and the imaging line (2) channel (111) is in contact with the outer surface of the simulated channel; At least two of the developing lines (2) channels (111) are located on both sides of the mimicry channel to outline the contour of the mimicry channel.

9. The dental teaching aid model for root canal treatment according to claim 8, characterized in that, The teaching aid model also includes: A mimicry tooth surface (119) is provided on the upper surface of the simulated tooth base (1) and covers the mimicry channel system. The lower surface of the mimicry tooth surface (119) is provided with a hook structure for hanging and fixing the radiopaque line (2) so that the radiopaque line (2) is in a predetermined position after installation.

10. The dental teaching aid model for root canal treatment according to claim 3, characterized in that, The angle between each of the branch microtubes (4) and the main channel (3) is 45°–60°, and the outer surface of the branch microtubes (4) is distributed with star-shaped markers at intervals.

Images