A novel approach to teaching the pelvic organ prolapse quantification (POP-Q) exam

Brent A. Parnell, Gena C. Dunivan, Elizabeth J. Geller, Annamarie Connolly

Research output: Contribution to journalArticlepeer-review

7 Scopus citations


Introduction and hypothesis: The purpose of this study is to develop an inexpensive, feasible, and useful 3-D model for teaching and performing the pelvic organ prolapse quantification (POP-Q) exam. Methods: We constructed POP-Q models using socks and cardboard tubing. During lectures at two residency programs, residents completed a self-assessment before and after using the model. We dichotomized learners into "beginner learners" (PGY-1-2s) and "experienced learners" (PGY-3-4s). Change in understanding, comfort performing, and confidence in teaching the POP-Q and perceived usefulness of the model were then assessed based on learner experience. Results: The models took 2 h to build and cost seven dollars. Ninety percent (26/29) of residents completed both questionnaires. Eighty-nine percent "agreed" or "strongly agreed" the model was useful. All self-assessment questions regarding the POP-Q exam improved after training for both groups. Conclusions: The "sock-and-tube" model is an inexpensive, easily constructed model for teaching the POP-Q exam that residents found useful and with improved understanding of and comfort with the exam.

Original languageEnglish (US)
Pages (from-to)367-370
Number of pages4
JournalInternational Urogynecology Journal
Issue number3
StatePublished - Mar 2011


  • Education
  • Exam
  • POP-Q
  • Pelvic organ prolapse
  • Teaching model

ASJC Scopus subject areas

  • Obstetrics and Gynecology
  • Urology


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