Brent A Parnell1, Gena C Dunivan, Elizabeth J Geller, Annamarie Connolly. 1. Department of Obstetrics and Gynecology, Division of Female Pelvic Medicine and Reconstructive Surgery, University of North Carolina at Chapel Hill, Campus Box 7570, Chapel Hill, NC 27599-7570, USA. bparnell@med.unc.edu
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.
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.
Authors: R C Bump; A Mattiasson; K Bø; L P Brubaker; J O DeLancey; P Klarskov; B L Shull; A R Smith Journal: Am J Obstet Gynecol Date: 1996-07 Impact factor: 8.661