Model | BIX-A1086 — Female Sagittal Anatomy Model (sagittal section, female pelvic organs) |
Summary | Sagittal section model of the female pelvis in PVC on a plastic seat, showing the internal genital organs, uterine body, vagina and broad ligament. |
Structures Shown | Sagittal section of the female internal genital organs, the body of the uterus, the vagina and the broad ligament of the uterus |
Material and Mount | PVC, seated in a plastic base |
Stated Use | Visual aid for medical school lectures |
Certification / Price | ISO & CE (page-stated); USD 30.94; specification sheet published as BIX-A1086.pdf |
Educational-use note: anatomy teaching model — educational equipment, not a medical device. It is a rigid section, not dissectible tissue.
The A1086 is a sagittal section of the female pelvis: the internal genital organs, the body of the uterus, the vagina and the broad ligament, fixed in PVC on a plastic base at USD 30.94. The page names its audience plainly — a visual aid for medical school lectures.
Two things distinguish it from a generic pelvic model. It is a section, so the spatial relations between uterus, vagina and broad ligament are visible rather than inferred. And it is the female counterpart in a matched pair: A1084 is the male sagittal pelvis at the same USD 30.94.
That pairing is the useful purchasing fact: comparative male and female pelvic anatomy at matching scale, at entry-level cost.
The A1086's defining feature is the plane it cuts on.
Interpreting clinical imaging requires identifying three-dimensional anatomical features in two-dimensional cross-sectional CT and MRI images — in axial, sagittal and coronal planes. Anatomy educators describe this as a cognitive transition: reconciling known 3D structures with previously unknown 2D visual information, and they recommend explicitly that 3D and 2D approaches be simultaneously combined.
Against that, the product's purpose becomes precise. A printed diagram teaches sagittal anatomy as a picture; a physical sagittal section teaches it as a plane cut through an object a student can turn in their hands — the halfway step between holding a whole pelvis and reading a midline MRI.
In gynaecological and obstetric surgery, anatomy knowledge is the primary defence against organ injury, and the numbers are well documented.
A systematic review covering 96 studies and 1,741,894 women reported weighted pooled injury rates per 100,000 procedures: in caesarean section, bladder injury 267 and ureteric injury 9; across hysterectomy, bladder injury 212 to 997 and ureteric injury 9 to 577 — rising to 6,279 bladder events for open peripartum hysterectomy and 1,553 for laparoscopic hysterectomy for malignancy, with ureteric injury at 666 and 814. Two findings are the argument for teaching anatomy well: surgeon inexperience was the prime risk factor, and improved anatomical knowledge was the leading preventative strategy.
A meta-analysis of 46 studies sharpens the first point: laparoscopic hysterectomy carried a higher incidence of ureteric injury than open surgery (pooled OR 2.12, 95% CI 1.71–2.62). Prophylactic ureteric stenting reduced injury in gynaecological surgery (pooled OR 0.61, 95% CI 0.39–0.96) but needed 224 stents to prevent one injury, and intraoperative detection improved outcome (pooled OR 0.22, 95% CI 0.12–0.41) versus postoperative detection. The decisive variable is whether the surgeon recognises the anatomy in time.
If anatomy knowledge is the leading preventive strategy, the next question is whether it is being taught.
A survey of all accredited trainees in the Royal Australian and New Zealand College of Obstetricians and Gynaecologists found only 11% perceived their anatomical knowledge as adequate at the start of training, rising to 77% by the final year — yet 84% called the programme's anatomy teaching inadequate and 100% supported a formal anatomy course.
Adding a physical pelvic model to a lecture changes trainee behaviour. In a single-blinded randomised trial, 28 obstetrics and gynaecology residents (novices at sacrospinous ligament fixation) received a lecture alone or the lecture plus pelvic model-based simulation. Confidence rose more in the simulation group: 4.0 ± 1.4 (95% CI 3.1–4.8) versus 2.6 ± 1.6 (95% CI 1.7–3.4), p = 0.02, with better objective scores for instrument handling (p < 0.001), instrument movement (p < 0.001) and speed (p = 0.01).
Low-cost models are credible to the surgeons who teach the subject: a retroperitoneal dissection model for ureteric identification cost USD 65 to 75 per unit, and 100% of 7 fellowship-trained minimally invasive gynaecologic surgeons agreed it approximated the correct anatomic course of the ureter and would be useful for teaching.
An honest reading of the same trial defines the claim the A1086 can support.
It did not change anatomical knowledge. Among the 28 residents, there was no difference in anatomical knowledge between the simulation and lecture-only groups — the gains were in confidence and technical skill.
That is a division of labour, not a defect. A section model is where spatial relations become visible in three dimensions; it is not a substitute for reading or operative experience. The 84% who called their anatomy teaching inadequate were describing a gap in structured exposure, and correctly orientated sagittal sections address that directly and cheaply.
Two limits belong on the record: it is rigid PVC, so it teaches relations rather than tissue handling, and it shows normal anatomy — not the distorted pelvis of a fibroid uterus or endometriosis, where operative risk concentrates.
Where it sits. The A1086 is the single-unit female sagittal section for classroom quantity; A1084 is the male counterpart at the same price, making the pair about USD 62. Higher-part versions are A1085 (male, 2-part, USD 67.78), A1088 (female, pelvis and muscles, USD 66.30) and A1087 (female, 4-part, USD 81.04).
Buying logic: buy A1086 and A1084 together for cohort teaching in the sagittal plane, then add one higher-part version per station.
Checklist (sagittal pelvic drill)
● Uterus, vagina and broad ligament located and named in the sagittal plane
● Relations described cranially and caudally without reference to an atlas
● The same midline structures identified on an
axial and coronal
image of that pelvis
● Learners state where the ureter would run relative to the structures shown
Q1: What is the BIX-A1086? A: A female sagittal anatomy model — a sagittal section of the female pelvis showing the internal genital organs, the body of the uterus, the vagina and the broad ligament.
Q2: What is it made of? A: PVC, seated in a plastic base — a rigid section, not dissectible tissue.
Q3: Who is it intended for? A: The page describes it as a visual aid for medical school lectures; it suits pelvic anatomy teaching in medicine, nursing, midwifery and gynaecology.
Q4: What is the price and MOQ? A: USD 30.94; the male counterpart A1084 is the same price. Email adanursing@adaanatomy.com for bulk terms.
Q5: Does a pelvic model improve trainee knowledge? A: Not on its own. A randomised trial of 28 residents found model simulation improved confidence and technical skill, with no difference in anatomical knowledge versus a lecture.
Q6: What certifications and documentation are available? A: ISO & CE, plus a published specification sheet (BIX-A1086.pdf). For tender use, request both: adanursing@adaanatomy.com.
Urological Injury During Caesarean Section and Hysterectomy (2023)
Iatrogenic Ureteric Injury in Abdominal or Pelvic Surgery (2023)
Surgical Anatomy in Obstetrics and Gynaecology: Trainee Survey (2014)
Low-Cost Retroperitoneal Dissection Model for Ureteric Anatomy (2017)
Pelvic Model Simulation for Sacrospinous Fixation: RCT (2021)
3D–2D Transitions in Cross-Sectional Anatomy Learning (2020)