Jennifer M Hebert-Beirne1, Rachel O'Conor2, Jeni Donatelli Ihm3, Molly Kirk Parlier3, Missy D Lavender3, Linda Brubaker4. 1. University of Illinois Chicago, School of Public Health, Community Health Sciences, Chicago, Illinois. Electronic address: jheber1@uic.edu. 2. Division of General Internal Medicine and Geriatrics, Feinberg School of Medicine, Northwestern University, Chicago, Illinois. 3. The Women's Health Foundation, Chicago, Illinois. 4. Stritch School of Medicine, Loyola University Chicago, Chicago, Illinois.
Abstract
STUDY OBJECTIVE: In this pilot study we ascertained baseline knowledge of pelvic anatomy and function among female adolescents and tested the educational effectiveness of a pelvic health curriculum among female adolescent students with the hypothesis that teaching pelvic anatomy, muscle, and organ function, and pelvic hygiene increases pelvic health knowledge. DESIGN: Intervention-control group, community-based effectiveness study. SETTING:Three Chicago area schools with racial minority and low-income student populations were selected as study sites. PARTICIPANTS: One hundred sixty-eight students with a mean age of 14.1 (±0.1) years. Most (69%) self-reported race as black or African American; 23.8% reported Hispanic ethnicity. INTERVENTIONS: Pelvic health teachers delivered 6 weekly, 1-hour classes (intervention group, n = 103; control group, n = 65). A comparison control group received standard curricula (physical education or science). MAIN OUTCOME MEASURES: Knowledge change was measured using the Adolescent Bladder and Pelvic Health Questionnaire. We used χ2 tests to compared bivariate differences between study arms and generalized equation estimate to test for before and after change across groups. RESULTS:Baseline pelvic anatomy and function knowledge was minimal. The level of anatomical knowledge was very low with few in either group correctly able to identify where urine exits the body or the number of openings in the vulva. After intervention, significant increases in knowledge included pelvic floor muscle awareness in the control and intervention group (20% vs 89%; P < .001), pelvic floor muscle exercise benefit (31% vs 78%; P < .001), and knowledge that urine loss was abnormal (25.4% vs 60%; P < .001). More participants correctly identified organs within the pelvic structure, the vagina (21.5% vs 51.5%; P < .001), pelvic floor (16.9% vs 57.3%; P < .001), and the bladder (12.3% vs 42.7%; P < .001). CONCLUSION: In this study we identified pelvic-related knowledge deficits among female adolescents and suggest that short-term pelvic health educational intervention results in significant knowledge acquisition.
RCT Entities:
STUDY OBJECTIVE: In this pilot study we ascertained baseline knowledge of pelvic anatomy and function among female adolescents and tested the educational effectiveness of a pelvic health curriculum among female adolescent students with the hypothesis that teaching pelvic anatomy, muscle, and organ function, and pelvic hygiene increases pelvic health knowledge. DESIGN: Intervention-control group, community-based effectiveness study. SETTING: Three Chicago area schools with racial minority and low-income student populations were selected as study sites. PARTICIPANTS: One hundred sixty-eight students with a mean age of 14.1 (±0.1) years. Most (69%) self-reported race as black or African American; 23.8% reported Hispanic ethnicity. INTERVENTIONS: Pelvic health teachers delivered 6 weekly, 1-hour classes (intervention group, n = 103; control group, n = 65). A comparison control group received standard curricula (physical education or science). MAIN OUTCOME MEASURES: Knowledge change was measured using the Adolescent Bladder and Pelvic Health Questionnaire. We used χ2 tests to compared bivariate differences between study arms and generalized equation estimate to test for before and after change across groups. RESULTS: Baseline pelvic anatomy and function knowledge was minimal. The level of anatomical knowledge was very low with few in either group correctly able to identify where urine exits the body or the number of openings in the vulva. After intervention, significant increases in knowledge included pelvic floor muscle awareness in the control and intervention group (20% vs 89%; P < .001), pelvic floor muscle exercise benefit (31% vs 78%; P < .001), and knowledge that urine loss was abnormal (25.4% vs 60%; P < .001). More participants correctly identified organs within the pelvic structure, the vagina (21.5% vs 51.5%; P < .001), pelvic floor (16.9% vs 57.3%; P < .001), and the bladder (12.3% vs 42.7%; P < .001). CONCLUSION: In this study we identified pelvic-related knowledge deficits among female adolescents and suggest that short-term pelvic health educational intervention results in significant knowledge acquisition.
Authors: Alison M Parden; Russell L Griffin; Kimberly Hoover; David R Ellington; Jonathan L Gleason; Kathryn L Burgio; Holly E Richter Journal: Female Pelvic Med Reconstr Surg Date: 2016 Sep-Oct Impact factor: 2.091
Authors: Lea Tami Suzuki Zuchelo; Edige Felipe de Sousa Santos; Francisco Winter Dos Santos Figueiredo; Fernando Adami; Italla Maria Pinheiro Bezerra; Rodrigo Daminello Raimundo; Isabel Cristina Esposito Sorpreso; Luiz Carlos de Abreu Journal: Int J Womens Health Date: 2018-08-24
Authors: Cecilia T Hardacker; Anna Baccellieri; Elizabeth R Mueller; Linda Brubaker; Georgia Hutchins; Jory Luc Yimei Zhang; Jeni Hebert-Beirne Journal: Int J Environ Res Public Health Date: 2019-08-30 Impact factor: 3.390