Abstract Purpose: One of the biggest challenges teaching urogynecologic surgery is developing a spatial understanding of the 3-Dimensional relationships of musculature, ligamentous supports and neurovasculature of the pelvic floor. Therefore, we created an innovative curriculum to improve trainee-preparedness for complex vaginal surgery. The aim of the study is to determine if an interactive holographic curriculum will improve self-perceived preparedness, surgical knowledge and learner-satisfaction compared to usual self-study. Methods: This is a prospective study of 18 OB/GYN residents. Participants prepared like they were “scrubbing into a case of uterosacral ligament suspension (USLS) and sacrospinous ligament fixation (SSLF).” They then completed a self-perceived preparedness survey and knowledge-test of surgical anatomy and intraoperative complications. Each participant used the HoloLens curriculum independently and surveys were re-administered. Data were analyzed with paired non-parametric statistics. Results: 16/18 residents were females at a median PGY3 level (range 1-6). Self-perceived preparedness score ranged 7-35 with a median baseline score 22 for USLS and 20.5 for SSLF. These scores increased significantly for both procedures after using the modules: mean difference USLS 3.6 points p=.0001 and SSLF 3.7 points p=.0034. Knowledge scores also improved from baseline median 42.5% (range 25-85%) to 82.5% (55-100%): mean difference 35% p\u3c.0001. Compared to usual preparation, 88% ranked the modules as “much” or “very much better” and 81% would be “likely” or “very likely” to use HoloLens to prepare for surgery. Discussion: This interactive holographic curriculum significantly improved self-perceived preparedness, surgical knowledge and trainee-satisfaction in urogynecologic surgery compared to usual self-study
