Scholarlink

Introduction and Hypothesis <p>The pelvic organ prolapse quantification system (POP-Q) can be difficult to learn, but visual aids can facilitate&#xa0;its learning. We aimed to evaluate the Interactive Pelvic Organ Prolapse (iPOP) model as a teaching tool for residents learning the POP-Q and hypothesized that training with the iPOP model would enhance learner confidence and proficiency in conducting POP-Q examinations.</p> Methods <p>This was a pre–post intervention exploratory study. Obstetrics and Gynecology (OB/GYN) residents from one institution were surveyed regarding their understanding, comfort, and confidence teaching the POP-Q examination. They completed a POP-Q examination on iPOP models demonstrating prolapse. After an education session with iPOP models, residents again performed POP-Q examinations on the same models and completed a survey regarding their experience with the POP-Q examination. A subset of residents performed a POP-Q examination on a standardized patient. Paired <i>t</i> tests were conducted to evaluate improvements in overall POP-Q scores from the baseline assessment.</p> Results <p>All eligible OB/GYN residents (<i>n</i> = 18) participated in the study. Compared with their baseline response, participants significantly improved their understanding of the POP-Q OR = 11.08, <i>p</i> &lt; 0.001), comfort performing the POP-Q (OR = 7.10, <i>p</i> &lt; 0.001), and confidence teaching the POP-Q (OR = 13.53, <i>p</i> &lt; 0.001). There was overall improvement in POP-Q grid scores for the stage 1 (mean difference = + 3.00) and stage 3 (mean difference = + 2.83) models.</p> Conclusions <p>The iPOP model is a useful educational tool that allows resident learners to be more confident and adept at performing POP-Q examinations.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Improving Pelvic Organ Prolapse Education with the iPOP Model

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年4月10日

查看全文
  • Ana Burgos,
  • Yufan Brandon Chen,
  • Matthew Gevelinger,
  • William Adams,
  • Thythy Pham,
  • Marian Acevedo-Alvarez

摘要

Introduction and Hypothesis

The pelvic organ prolapse quantification system (POP-Q) can be difficult to learn, but visual aids can facilitate its learning. We aimed to evaluate the Interactive Pelvic Organ Prolapse (iPOP) model as a teaching tool for residents learning the POP-Q and hypothesized that training with the iPOP model would enhance learner confidence and proficiency in conducting POP-Q examinations.

Methods

This was a pre–post intervention exploratory study. Obstetrics and Gynecology (OB/GYN) residents from one institution were surveyed regarding their understanding, comfort, and confidence teaching the POP-Q examination. They completed a POP-Q examination on iPOP models demonstrating prolapse. After an education session with iPOP models, residents again performed POP-Q examinations on the same models and completed a survey regarding their experience with the POP-Q examination. A subset of residents performed a POP-Q examination on a standardized patient. Paired t tests were conducted to evaluate improvements in overall POP-Q scores from the baseline assessment.

Results

All eligible OB/GYN residents (n = 18) participated in the study. Compared with their baseline response, participants significantly improved their understanding of the POP-Q OR = 11.08, p < 0.001), comfort performing the POP-Q (OR = 7.10, p < 0.001), and confidence teaching the POP-Q (OR = 13.53, p < 0.001). There was overall improvement in POP-Q grid scores for the stage 1 (mean difference = + 3.00) and stage 3 (mean difference = + 2.83) models.

Conclusions

The iPOP model is a useful educational tool that allows resident learners to be more confident and adept at performing POP-Q examinations.