V2-06 Construction of a Vaginal Vault Model to Educate Residents in the Pelvic Organ Prolapse Quantification System

Kadam-Halani, P.K.; Laudano, Melissa; Cui, Nuan; Harroche, Jessica; Carlos, Daniela; Fleischmann, Nicole; Fligelman, Tal; Leegant, Ava; Downing, Keith

doi:10.1016/j.juro.2016.02.2660

Cited by 1 publication

(4 citation statements)

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“…Another low-fidelity model used pantyhose and a balloon to simulate varying degrees of prolapse 14 . Authors tested the model using a written and clinical assessment to compare learning with a lecture only versus a lecture and the model.…”

Section: Discussionmentioning

confidence: 99%

“…Prelearning and postlearning assessments were administered to evaluate change in learner understanding of and comfort with POP and POP-Q knowledge both objectively and subjectively (to view the prelearning and postlearning assessments, please see Supplemental Data File 1, http://links.lww.com/FPMRS/A389, and Supplemental Data File 2, http://links.lww.com/FPMRS/A390, respectively). The assessments were approved by urogynecology faculty and were modeled off of questionnaires from similar research available in the literature 8,10–14 . The objective portion of our assessment was multiple choice and contained 4 questions similar to a standardized written examination and 4 questions where participants matched POP-Q scores to what was shown on the model.…”

Section: Methodsmentioning

confidence: 99%

“…The assessments were approved by urogynecology faculty and were modeled off of questionnaires from similar research available in the literature. 8,[10][11][12][13][14] The objective portion of our assessment was multiple choice and contained 4 questions similar to a standardized written examination and 4 questions where participants matched POP-Q scores to what was shown on the model. The subjective portion of our assessment asked about learner comfort and interest in POP and asked learners whether they could recognize, perform, and teach the POP-Q examination.…”

Section: Methodsmentioning

confidence: 99%

“…Another low-fidelity model used pantyhose and a balloon to simulate varying degrees of prolapse. 14 Authors tested the model using a written and clinical assessment to compare learning with a lecture only versus a lecture and the model. Although they found no difference in written assessment scores, they found that learning with the model improved scores on the clinical posttest assessment.…”

Section: Pelvic Model For Prolapse Educationmentioning

confidence: 99%

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Dynamic, High-Fidelity, 3-Dimensional Pelvic Model Improves Education on Pelvic Organ Prolapse and the Pelvic Organ Prolapse Quantification System and Interest in Urogynecology

Goodwin

Trahan

Neuwirth

et al. 2023

UROGC

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Importance Pelvic organ prolapse (POP) affects millions of women globally. Still, medical students and obstetrics and gynecology residents gain minimal exposure to POP during training. Objectives Our goal was to increase exposure to POP by creating a highfidelity, dynamic, 3-dimensional pelvic model of prolapse and using it to teach through didactic learning sessions. Study Design This was a prospective cohort study from November 2021 to July 2022. Presession and postsession surveys were administered to assess for change in POP knowledge both subjectively and objectively. Statistical analysis was performed using the Wilcoxon signed-rank test with a P value of 0.05 denoting significance. Results Thirty-three learners participated in the study, including 18 residents and 15 medical students. Most participants had interacted with urogynecologists and had seen at least 1 patient with POP. Fewer participants had received prior education on POP and the Pelvic Organ Prolapse Quantification (POP-Q) examination, witnessed or performed a POP-Q examination, or participated in POP surgical procedures. After learning with the model, comfort with identifying POP doubled ( P < 0.001), the ability to understand the POP-Q examination quadrupled ( P < 0.001), the ability to perform a POP-Q examination tripled ( P < 0.001), and the ability to teach a POP-Q examination doubled ( P < 0.001). The median score on a multiple-choice knowledge assessment increased by 40% ( P < 0.001). Learners felt that the pelvic model was an effective teaching tool that increased interest in the field of urogynecology. Conclusions Using a high-fidelity, dynamic model in didactic sessions enhances education about POP and the POP-Q system and should be used to improve learner exposure and experience.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%