Pelvic anatomy fox obstetrics and gynecology residents: An experimental study using clay models

Objective: To determine whether clay modeling with lecture is more effectiv e than lecture alone in teaching female pelvic anatomy. Methods: A pretest preceded a lecture on female pelvic anatomy in the follo wing five groups of obstetrics and gynecology residents: postgraduate year 1 (PGY-1) residents at Women and Infants Hospital of Rhode Island (RI), PGY -1 residents at University of Connecticut (CT), and PGY-2, -3, and -4 resid ents at RI. The study group (PGY-1 RI) also participated in a clay modeling session. Both groups of PGY-1 residents were tested immediately (posttest 1) and then 8 weeks later (posttest 2). The PGY-2, -3, and -4 residents had only posttest 2. Data were analyzed with parametric, nonparametric, and re peated measures analyses. Results: There was no significant difference between the mean pretest score s of the five groups. The study group showed significant improvement in mea n scores at posttest 1 (29.7 +/- 0.9, P <.001) and at posttest 2 (24.1 +/- 4.6, P =.03) compared with the mean pretest score (17.4 +/- 3.7). The CT re sidents demonstrated significant improvement in mean scores at posttest 1 ( 25.2 +/- 4.4, P =.02) but not at posttest 2 (19 +/- 3.7, P =.2) compared wi th their mean pretest score (15.2 +/- 2.9). There was no significant improv ement in the mean scores at posttest 2 for PGY-5 -3, and -4 resident groups compared with their pretest scores. Conclusion: Clay modeling with lecture was more effective than lecture alon e for teaching pelvic anatomy. (Obstet Gynecol 2001;97:321-4. (C) 2001 by T he American College of Obstetricians and Gynecologists.).