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腹腔镜根治性前列腺切除术:采用导师引导方法降低学习曲线。

Laparoscopic radical prostatectomy: decreasing the learning curve using a mentor initiated approach.

作者信息

Fabrizio Michael D, Tuerk Ingolf, Schellhammer Paul F

机构信息

Department of Urology, Eastern Virginia Medical School, Norfolk, Virginia 23454, USA.

出版信息

J Urol. 2003 Jun;169(6):2063-5. doi: 10.1097/01.ju.0000059701.01781.e4.

Abstract

PURPOSE

Laparoscopic radical prostatectomy is being evaluated at several centers in the United States as a treatment option for localized prostate cancer. It is a technically difficult operation to perform with a steep learning curve. It has been stated that 50 procedures are necessary to satisfy the learning curve. To expedite performance and evaluation of laparoscopic radical prostatectomy a surgeon (mentor) who had performed 200 cases was invited to instruct a fellowship trained laparoscopist (trainee).

MATERIALS AND METHODS

From March 2001 through September 2001 we performed 30 laparoscopic radical prostatectomies. The mentor performed the first 12 procedures with the trainee acting as assistant (group 1). The subsequent 18 procedures were performed by the trainee with the mentor acting as assistant (group 2). A final set of 20 procedures was performed by the trainee alone using 1 of 3 urological residents as the assistant (group 3). The transperitoneal approach was used and all suturing was intracorporeal. Preoperative data included prostate specific antigen, clinical stage, Gleason grade and median patient age. Intraoperative data included operative time, the blood loss/transfusion rate and intraoperative complications. Postoperative data included pathological stage, prostate specific antigen, the positive margin rate, catheter dwell time and hospital stay. When applicable, statistical significance was determined using the standard paired t test.

RESULTS

There was no statistical difference in median operative time in groups 1 and 2 (248 and 258 minutes, respectively, p = 0.15). Similarly there was no difference in groups 2 (trainee and mentor assistant) and 3 (trainee alone) (p = 0.26). There was a difference in operative time in groups 1 and 3 (p = 0.04). Mean estimated blood loss was comparable in groups 1 to 3 and not statistically different (150, 250 and 250 cc, respectively, p = 0.15). Mean organ weight was also comparable (64, 59 and 55 gm., respectively). Hospital stay was 3 days in all groups. Catheter time decreased as confidence was gained with the procedure (range 6 to 33 days). Final pathological stage was compared among the 3 groups. There was an overall increase in positive margins in groups 1 to 3 (16%, 22% and 30%, respectively, p not significant). However, the positive margin rate for stage pT2 disease was similar at 15.5% for groups 1 and 2, and 14% for group 3.

CONCLUSIONS

Laparoscopic radical prostatectomy is a technically challenging operation that is in the early stages of evolution and evaluation. We present an intensive, mentor initiated approach to decrease the learning curve and maintain outcomes.

摘要

目的

在美国的几个中心,腹腔镜根治性前列腺切除术正在作为局限性前列腺癌的一种治疗选择进行评估。这是一项技术难度较大的手术,学习曲线较陡。据说需要进行50例手术才能达到学习曲线要求。为了加快腹腔镜根治性前列腺切除术的实施和评估,邀请了一位已完成200例手术的外科医生(带教老师)指导一位接受过专科培训的腹腔镜手术医生(学员)。

材料与方法

从2001年3月至2001年9月,我们共进行了30例腹腔镜根治性前列腺切除术。带教老师完成前12例手术,学员担任助手(第1组)。随后的18例手术由学员完成,带教老师担任助手(第2组)。最后一组20例手术由学员单独完成,使用3名泌尿外科住院医师中的1名作为助手(第3组)。采用经腹途径,所有缝合均在体内进行。术前数据包括前列腺特异性抗原、临床分期、Gleason分级和患者年龄中位数。术中数据包括手术时间、失血量/输血率和术中并发症。术后数据包括病理分期、前列腺特异性抗原、切缘阳性率、导尿管留置时间和住院时间。适用时,使用标准配对t检验确定统计学意义。

结果

第1组和第2组的中位手术时间无统计学差异(分别为248分钟和258分钟,p = 0.15)。同样,第2组(学员和带教老师助手)和第3组(学员单独完成)之间也无差异(p = 0.26)。第1组和第3组的手术时间存在差异(p = 0.04)。第1组至第3组的平均估计失血量相当,无统计学差异(分别为150、250和250毫升,p = 0.15)。平均器官重量也相当(分别为64、59和55克)。所有组的住院时间均为3天。随着对手术操作信心的增加,导尿管留置时间缩短(范围为6至33天)。比较了3组的最终病理分期。第1组至第3组的切缘阳性率总体呈上升趋势(分别为16%、22%和30%,p无统计学意义)。然而,pT2期疾病的切缘阳性率在第1组和第2组相似,为15.5%,第3组为14%。

结论

腹腔镜根治性前列腺切除术是一项技术要求高的手术,目前正处于发展和评估的早期阶段。我们提出了一种由带教老师发起的强化方法,以降低学习曲线并维持手术效果。

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