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Resident Education in Pelvic Organ Prolapse Quantification System (POP-Q): Utility of a Hands-On Model
Background: The POP-Q was created to standardize the evaluation of pelvic organ prolapse (POP). Many residents report being unfamiliar with assessing POP despite it being an established CREOG educational objective and Milestone in ACGME resident evaluation.
Study Objective: To assess the effectiveness of a hands-on vaginal model to aid POPQ teaching
Methods: 35 OB/GYN residents completed a written pre-test to evaluate their baseline knowledge of and comfort performing the POP-Q exam. A lecture on the POP-Q followed. They were then randomized to two groups: Group A documented POP-Q findings of model vaginas simulating various stages of POP without instruction; Group B received a “hands-on” tutorial using model vaginas, and were then tested on the models. Both groups completed a written post-test. Data were analyzed using parametric and nonparametric methods where appropriate.
Results: Post-test scores were significantly higher than pre-test scores in both groups (p<0.0001), with no difference between groups. Group B more accurately assessed prolapse findings on the vaginal models compared to Group A (p <0.001). Further, Group B reported an increased understanding of the POP-Q compared to Group A (P=0.039). 68% of participants preferred the models to lecture. 91% thought the models were useful or extremely useful.
Conclusions: The use of a “hands-on” teaching model in POP-Q instruction can improve resident understanding of the POP-Q system and enhance their ability to perform the exam. We believe models can be useful teaching aids in the fulfillment of this CREOG educational objective and ACGME Milestone.
Topics:
CREOG & APGO Annual Meeting, 2015, Resident, Residency Director, Patient Care, Medical Knowledge, GME, Assessment, Simulation, Female Pelvic Medicine & Reconstructive Surgery,
