Functional Models to Teach and Practice the Pelvic Organ Prolapse Quantification Examination

Abstract

OBJECTIVE: To create pelvic organ prolapse models that allow trainees to effectively learn and practice the pelvic organ prolapse quantification (POP-Q) system. METHODS: Gynecology residents participated in a simulation study involving two POP-Q learning stations. Station 1: A static model, using a gelatin-filled balloon placed inside a realistic pelvis in two different stages of prolapse; station 2: A dynamic model, made from a knit hat as the vaginal wall labeled with the various POP-Q points placed inside a realistic pelvis. Participants rotated through both stations, with teaching provided by a Urogynecologist using the dynamic model in station 2. Trainees answered questionnaires before and after completing the stations comprised of a series of 10 multiple-choice questions testing their knowledge, and a Likert scale was used to assess their comfort with the POP-Q system. The data were analyzed using the Student t test. RESULTS: A total of 15 residents from all levels of training participated in the study. All residents agreed that the workshop was effective in teaching the POP-Q system and reported an increase in their understanding of the POP-Q after the simulation (P<.05). Eighty-six percent preferred to use the dynamic model to learn the POP-Q examinations when asked to compare this to the static model, computer animations, textbooks, and patient examinations. Knowledge-based scores improved from 51% (5.13+2.42) to 91% (9.07+0.99) (P<.05). CONCLUSION: Functional pelvic organ prolapse models are effective, affordable, and feasible options for teaching and practicing the POP-Q system.