Improving Pelvic Organ Prolapse Education with the iPOP Model

The pelvic organ prolapse quantification system (POP-Q) can be difficult to learn, but visual aids can facilitate its learning. We aimed to evaluate the Interactive Pelvic Organ Prolapse (iPOP) model as a teaching tool for residents learning the POP-Q and hypothesized that training with the iPOP model would enhance learner confidence and proficiency in conducting POP-Q examinations.

This was a pre-post intervention exploratory study. Obstetrics and Gynecology (OB/GYN) residents from one institution were surveyed regarding their understanding, comfort, and confidence teaching the POP-Q examination. They completed a POP-Q examination on iPOP models demonstrating prolapse. After an education session with iPOP models, residents again performed POP-Q examinations on the same models and completed a survey regarding their experience with the POP-Q examination. A subset of residents performed a POP-Q examination on a standardized patient. Paired t tests were conducted to evaluate improvements in overall POP-Q scores from the baseline assessment.

All eligible OB/GYN residents (n = 18) participated in the study. Compared with their baseline response, participants significantly improved their understanding of the POP-Q OR = 11.08, p < 0.001), comfort performing the POP-Q (OR = 7.10, p < 0.001), and confidence teaching the POP-Q (OR = 13.53, p < 0.001). There was overall improvement in POP-Q grid scores for the stage 1 (mean difference = + 3.00) and stage 3 (mean difference = + 2.83) models.

The iPOP model is a useful educational tool that allows resident learners to be more confident and adept at performing POP-Q examinations.