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A novel approach to teaching the pelvic organ prolapse quantification (POP-Q) exam

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Abstract

Introduction and hypothesis

The purpose of this study is to develop an inexpensive, feasible, and useful 3-D model for teaching and performing the pelvic organ prolapse quantification (POP-Q) exam.

Methods

We constructed POP-Q models using socks and cardboard tubing. During lectures at two residency programs, residents completed a self-assessment before and after using the model. We dichotomized learners into “beginner learners” (PGY-1-2s) and “experienced learners” (PGY-3-4s). Change in understanding, comfort performing, and confidence in teaching the POP-Q and perceived usefulness of the model were then assessed based on learner experience.

Results

The models took 2 h to build and cost seven dollars. Ninety percent (26/29) of residents completed both questionnaires. Eighty-nine percent “agreed” or “strongly agreed” the model was useful. All self-assessment questions regarding the POP-Q exam improved after training for both groups.

Conclusions

The “sock-and-tube” model is an inexpensive, easily constructed model for teaching the POP-Q exam that residents found useful and with improved understanding of and comfort with the exam.

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Abbreviations

CREOG:

Council for Resident Education in Obstetrics and Gynecology

PGY:

Post-graduate year

POP-Q:

Pelvic organ prolapse quantification

TVL:

Total vaginal length

3-D:

Three-dimensional

References

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Acknowledgments

We would like to thank the Obstetrics and Gynecology residents who participated from the University of North Carolina at Chapel Hill and Greenville Hospital System University Medical Center for their input regarding the model.

Conflicts of interest

None.

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Authors and Affiliations

Authors

Corresponding author

Correspondence to Brent A. Parnell.

Additional information

This study was presented in a poster presentation at the 31st Annual Scientific Meeting of the American Urogynecologic Society, Long Beach, CA, September 30–October 2, 2010

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Parnell, B.A., Dunivan, G.C., Geller, E.J. et al. A novel approach to teaching the pelvic organ prolapse quantification (POP-Q) exam. Int Urogynecol J 22, 367–370 (2011). https://doi.org/10.1007/s00192-010-1299-6

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  • DOI: https://doi.org/10.1007/s00192-010-1299-6

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