Edwards C C, Bailey R W
Department of Surgery, Emory University, School of Medicine, Atlanta, Georgia, USA.
Surg Laparosc Endosc Percutan Tech. 2000 Jun;10(3):149-53. doi: 10.1097/00019509-200006000-00010.
The performance of a laparoscopic inguinal hernia repair requires unique technical and cognitive skills which, until recently, were not routinely taught to general surgeons. The initial experience of three surgeons with laparoscopic hernia repair was audited prospectively to assess the learning curve for the technique. From March 1992 to June 1994, transabdominal preperitoneal (TAP) mesh repair was attempted on 172 consecutive inguinal hernias. Three procedures were converted to traditional repairs. The three independent surgeons that performed the repairs had minimal or no prior clinical experience with the technique in the role as primary surgeon. The hernia repairs were divided into two groups. Group 1 consisted of the first 90 hernia repairs in the series, 30 repairs per surgeon. This group was compared to the subsequent 82 repairs (group 2), approximately 27 repairs per surgeon. Patients were followed up for a median of 31 months. Group 1 had more patients who were hospitalized overnight (37% versus 31%), a greater rate of conversion (2.2% versus 1.2%), a higher complication rate (11.7% versus 0%), a higher recurrence rate (12.2% versus 0%), and a longer delay in the return to full activity (11 weeks versus 8 weeks). Also, overall patient satisfaction with their hernia repair was slightly greater in group 2 (score, 9.0/10 versus 8.2/10). The lack of prior experience with the TAP technique (one surgeon) was associated with a marked increase in the number of conversions (two of three total conversions), complications (four of eight total), and hernia recurrences (8 of 11 total). This study demonstrates that a surgeon's initial experience with laparoscopic herniorrhaphy is associated with an identifiable learning curve. Significant improvements in complication and recurrence rates and overall patient satisfaction can be expected after the initial learning phase. Also, a complete lack of prior experience with laparoscopic herniorrhaphy is associated with a higher rate of conversion and significant increases in complications and hernia recurrences.
腹腔镜腹股沟疝修补术的实施需要独特的技术和认知技能,而直到最近,普通外科医生还没有常规学习这些技能。前瞻性地审核了三位外科医生进行腹腔镜疝修补术的初始经验,以评估该技术的学习曲线。从1992年3月至1994年6月,对172例连续的腹股沟疝尝试进行经腹腹膜前(TAP)补片修补术。有3例手术转为传统修补术。进行修补的三位独立外科医生作为主刀医生,此前对该技术的临床经验极少或全无。疝修补术分为两组。第1组包括该系列中的前90例疝修补术,每位外科医生30例修补术。将该组与随后进行的82例修补术(第2组,每位外科医生约27例修补术)进行比较。对患者进行了中位时间为31个月的随访。第1组中有更多患者需要过夜住院(37% 对31%),中转率更高(2.2% 对1.2%),并发症发生率更高(11.7% 对0%),复发率更高(12.2% 对0%),恢复完全活动的延迟时间更长(11周对8周)。此外,第2组患者对其疝修补术的总体满意度略高(评分,9.0/10对8.2/10)。缺乏TAP技术的既往经验(一位外科医生)与中转次数显著增加(3例中转中的2例)、并发症(8例并发症中的4例)和疝复发(11例复发中的8例)相关。这项研究表明,外科医生进行腹腔镜疝修补术的初始经验与可识别的学习曲线相关。在初始学习阶段之后,可以预期并发症和复发率以及患者总体满意度会有显著改善。此外,完全缺乏腹腔镜疝修补术的既往经验与更高的中转率以及并发症和疝复发的显著增加相关。