Giroux Maria, Funk Suzanne, Karreman Erwin, Kamencic Huse, Bhargava Rashmi
Department of Obstetrics and Gynecology, University of Saskatchewan, 1440 14th Avenue, Regina, Saskatchewan, S4P 0W5, Canada.
Research and Performance Support, Saskatchewan Health Authority, Regina, Saskatchewan, Canada.
Int Urogynecol J. 2021 Feb;32(2):423-431. doi: 10.1007/s00192-020-04487-y. Epub 2020 Sep 8.
Pelvic floor myalgia is a common cause and contributor to chronic pelvic pain [Neurourol Urodyn 4:984-1008 (2017)]. The purpose of this study was to compare in-person versus video-based teaching methods of a comprehensive assessment of the pelvic floor musculature on a pelvic model.
A randomized controlled trial of 46 participants was conducted. The participants were randomized into two groups. Both groups were taught by the same pelvic floor physiotherapist using two different teaching methods on a pelvic model. Group 1 watched an instructional video, whereas group 2 had in-person training. Both groups underwent pre- and post-training assessments consisting of a written examination and an Objective Structured Clinical Examination (OSCE). Primary outcome measure was the change in participants' pre- and post-training assessment scores. Secondary outcome measures were perceived changes in both participants' comfort level in performing pelvic floor examination and applicability of the training program to clinical practice.
There was no statistically significant difference between the teaching methods in the degree of improvement of the participants' mean written assessment scores (p = 0.58), OSCE scores (p = 0.15), and perceived comfort level (p = 0.19). Participants' mean pre- and post-assessment scores improved significantly (p < 0.001). Participants reported the training program to be applicable towards their clinical practice.
This study demonstrates that learners' assessment of pelvic floor musculature can be enhanced using varied teaching methods on a pelvic model.
盆底肌疼痛是慢性盆腔疼痛的常见病因及促成因素[《神经泌尿学与尿动力学》4:984 - 1008(2017)]。本研究旨在比较在盆腔模型上对盆底肌肉组织进行综合评估时，面对面教学方法与基于视频的教学方法。
对46名参与者进行了一项随机对照试验。参与者被随机分为两组。两组均由同一名盆底物理治疗师在盆腔模型上使用两种不同的教学方法进行授课。第1组观看教学视频，而第2组接受面对面培训。两组均接受培训前和培训后的评估，包括书面考试和客观结构化临床考试（OSCE）。主要结局指标是参与者培训前和培训后评估分数的变化。次要结局指标是参与者在进行盆底检查时舒适度的感知变化以及培训计划对临床实践的适用性。
在参与者的平均书面评估分数（p = 0.58）、OSCE分数（p = 0.15）和感知舒适度（p = 0.19）的改善程度方面，两种教学方法之间没有统计学上的显著差异。参与者的平均评估前和评估后分数有显著提高（p < 0.001）。参与者报告培训计划适用于他们的临床实践。
本研究表明，在盆腔模型上使用不同的教学方法可以提高学习者对盆底肌肉组织的评估能力。
