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Related Experiment Video

Updated: Jul 17, 2026

Anogenital Distance and Perineal Measurements of the Pelvic Organ Prolapse (POP) Quantification System

Anogenital Distance and Perineal Measurements of the Pelvic Organ Prolapse (POP) Quantification System

Published on: September 20, 2018

A simple teaching tool for training the pelvic organ prolapse quantification system.

Ingrid M Geiss¹, Paul A Riss, Engelbert Hanzal

¹Department of Obstetrics and Gynecology, Landesklinikum Thermenregion Mödling, Sr. M. Restitutagasse 12, 2340 Mödling, Austria. office@frauenaerztin-geiss.at

International Urogynecology Journal and Pelvic Floor Dysfunction

|January 16, 2007

Summary

This study introduces a novel, hands-on teaching tool to improve understanding of the Pelvic Organ Prolapse Quantification (POPQ) system. The flexible model allows medical students to simulate and measure uterovaginal prolapse stages effectively.

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Area of Science:

Urogynecology
Medical Education
Anatomical Modeling

Background:

The Pelvic Organ Prolapse Quantification (POPQ) system is standard for classifying prolapse stages but lacks universal adoption in clinical practice.
Effective training is crucial for consistent application of the POPQ system in routine care.
Existing methods for POPQ training may not adequately convey the three-dimensional nature of pelvic organ prolapse.

Purpose of the Study:

To develop and evaluate a simple, hands-on teaching tool for the POPQ system.
To enhance medical students' understanding and practical skills in quantifying uterovaginal prolapse.
To facilitate the simulation of various prolapse stages for educational purposes.

Main Methods:

A flexible, moveable teaching model was constructed using a modified Santa Claus' cap and an embroidery frame.
The model incorporated components simulating the vaginal cuff, cervix, and hymen as a reference point.
Anatomic landmark points (Aa, Ap) were integrated, and a grid system was used for POPQ measurements.
Students practiced simulating prolapse stages and performing measurements using the model.

Main Results:

The tool effectively simulated different stages of uterovaginal prolapse.
Students could actively demonstrate and measure prolapse using the model.
The hands-on simulation enhanced comprehension of the three-dimensional aspects of pelvic organ support.

Conclusions:

The developed teaching tool provides a practical and effective method for learning the POPQ system.
This innovative model aids in understanding the spatial relationships involved in pelvic organ prolapse.
The tool has the potential to improve the consistency and accuracy of POPQ assessments in clinical training.