Assessment of How to POP-Q: Educational Video for Trainees

INTRODUCTION: The pelvic organ prolapse-quantification (POP-Q) exam is a key physical exam to measure and stage POP. Despite its widespread use in clinical practice, trainees may have difficulty conceptualizing the exam due to the distorted anatomy. There is a need for an audiovisual approach in reviewing this essential exam that may benefit trainees. OBJECTIVE: The purpose of this study was to assess the impact of the video on trainees’ understanding and confidence of the POP-Q exam. METHODS: The video was created utilizing live footage of a real patient exam and two-dimensional diagrams. Informed consent was obtained from the patient for filming and submission for educational presentations. Obstetrics and gynecology residents viewed the video and completed the pre- and post-video surveys. The collected data included post-graduate year, a 10-point Likert scale for the following statements: “I understand the POP-Q,” “I can perform the POP-Q independently,” and “I can explain the POP-Q,” a yes/no response to “Did you receive prior education on the POP-Q?,” and the types of resources used to learn the exam. RESULTS: Twenty-six residents completed the pre-survey, watched the video, and completed the post-survey. On the 10-point Likert scale, there was an improvement in scores (mean) after watching the video: 3.5 to 6.9 for “I understand the POP-Q,” 2.2 to 5.3 for “I can perform the POP-Q,” and 3.3 to 6.5 for “I can explain the POP-Q.” Sixty-four percent of residents reported receiving prior education about the POP-Q. For resources, 16% used the American Urogynecology Society POP-Q Tool, 35% used textbooks, and 28% used YouTube. CONCLUSIONS: In our study, the educational video improved trainees’ confidence in understanding and performing the POP-Q exam. Audiovisual tools may be helpful in teaching topics in medical education.