Claerhout Filip, Verguts Jasper, Werbrouck Erika, Veldman Joan, Lewi Paul, Deprest Jan
Gynaecologie en Verloskunde, Sint Lucas Ziekenhuis, Brugge, Belgium.
Int Urogynecol J. 2014 Sep;25(9):1185-91. doi: 10.1007/s00192-014-2412-z. Epub 2014 May 21.
We earlier demonstrated that the operation time of laparoscopic sacrocolpopexy (LSCP) by an experienced surgeon drops significantly after 30 cases to reach a steady state after 90. We now aimed to define the learning curve and to identify the most challenging steps for a trainee learning LSCP.
Prospective consecutive series of 60 patients undergoing LSCP performed by a trainee experienced in operative laparoscopy but not LSCP. Prior to the first case, the trainee primed his endoscopic suturing skills on an endotrainer for 15 h. His operation time and performance score were analysed using moving average analysis (MOA). The former and the occurrence of complications or short-term failures were compared with those of a concurrent control group consisting of patients operated on by a surgeon experienced in LSCP (teacher). The procedure was empirically divided into five consecutive steps (dissection of the promontory, the paracolic gutter and vagina, suturing of the mesh to the vault, stapling to the promontory, and peritonealisation).
The MOA of the operation time demonstrated a learning curve for all steps, except for the dissection of and fixation to the promontory. The most time-consuming step is the dissection of the vault, for which it took the trainee 31 procedures to achieve an operation time comparable to that of the teacher. Also, the quality of the dissection improved over time. Suturing of the implant to the vault and peritonealisation took only 10 and 6 procedures respectively. There was no difference in the occurrence of major complications and in one case the trainee asked for assistance.
Quality of LSCP improves with experience. Operation time falls as well, and the most time-consuming step is the dissection of the paracolic and perivaginal spaces. Prior training in laparoscopic suturing coincided with a short learning process for the phases requiring suturing.
我们之前证明,经验丰富的外科医生进行腹腔镜骶骨阴道固定术(LSCP)时,30例手术后手术时间显著下降,90例后达到稳定状态。我们现在旨在确定学习曲线,并找出实习医生学习LSCP时最具挑战性的步骤。
对60例接受LSCP的患者进行前瞻性连续研究,由一名有腹腔镜手术经验但无LSCP经验的实习医生操作。在第一例手术前,实习医生在内镜训练器上进行了15小时的内镜缝合技能训练。使用移动平均分析(MOA)分析其手术时间和操作评分。将前者与并发症或短期失败的发生率与由一名有LSCP经验的外科医生(带教老师)操作的同期对照组患者进行比较。该手术经验性地分为五个连续步骤(岬部、结肠旁沟和阴道的解剖,网片与穹窿的缝合,钉合至岬部,以及腹膜化)。
手术时间的MOA显示,除岬部的解剖和固定外,所有步骤均有学习曲线。最耗时的步骤是穹窿的解剖,实习医生进行31例手术后手术时间才达到与带教老师相当的水平。此外,解剖质量也随着时间的推移而提高。将植入物缝合至穹窿和腹膜化分别仅需10例和6例手术。主要并发症的发生率没有差异,有一例实习医生请求协助。
LSCP的质量随着经验的增加而提高。手术时间也会下降,最耗时的步骤是结肠旁和阴道周围间隙的解剖。腹腔镜缝合的预先训练与需要缝合阶段的短学习过程相吻合。