Pelvic organ prolapse (POP) affects millions of women globally. Still, medical students and obstetrics and gynecology residents gain minimal exposure to POP during training.

Our goal was to increase exposure to POP by creating a high-fidelity, dynamic, 3-dimensional pelvic model of prolapse and using it to teach through didactic learning sessions.

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.

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.

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.