Improving medical student knowledge of female pelvic floor dysfunction and anatomy: a randomized trial.
OBJECTIVE
The objective of the study was to estimate the effect of an interactive computer trainer on improving medical student knowledge and attitudes regarding female pelvic anatomy (PA) and pelvic floor dysfunction (PFD).


METHODS
Forty-three students were randomized to the trainer and usual teaching vs usual teaching alone. Pre- and postintervention knowledge and attitude questionnaires were completed. Between-group pre- and postintervention scores were analyzed. Multiple linear regression was used to estimate trainer effect on scores, adjusting for confounders.


RESULTS
There was no difference in baseline scores between groups (P > .05). The trainer group had significantly higher postintervention knowledge (mean score, 15.6 +/- 1.9 vs 12.6 +/- 2.5; P = .007) and attitude (mean score, 19.2 +/- 2.8 vs 15.8 +/- 3.2; P = .001) scores compared with the usual teaching group. On multiple linear regression, the trainer group had significantly higher postintervention knowledge and attitude scores, after adjusting for year of medical education and prior clerkships.


CONCLUSIONS
An interactive computer trainer to teach female PA and PFD improves medical student knowledge and attitudes.
Hampton
Brittany Star
BS
Department of Obstetrics and Gynecology, Alpert Medical School of Brown University/Women and Infants' Hospital of Rhode Island, Providence, RI, USA.
Sung
Vivian W
VW
D003194:Computer-Assisted Instruction / Q000379:methods*; D004501:Education, Medical / Q000379:methods*; D005260:Female; D006801:Humans; D017773:Pelvic Floor / Q000033:anatomy & histology* / Q000503:physiopathology*; D012044:Regression Analysis; D013337:Students, Medical; D011795:Surveys and Questionnaires