The initiation, standardization and proficiency (ISP) phases of the learning curve for minimally invasive liver resectio
- PDF / 723,431 Bytes
- 11 Pages / 595.276 x 790.866 pts Page_size
- 40 Downloads / 172 Views
and Other Interventional Techniques
The initiation, standardization and proficiency (ISP) phases of the learning curve for minimally invasive liver resection: comparison of a fellowship‑trained surgeon with the pioneers and early adopters Andrew A. Gumbs1 · Mohamed Abu Hilal2 · Roland Croner3 · Brice Gayet4 · Elie Chouillard1 · Michel Gagner5 Received: 20 May 2020 / Accepted: 21 October 2020 © Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Background Using the Ideal Development Exploration Assessment and Long-term study (IDEAL) paradigm, Halls et al. created risk-adjusted cumulative sum (RA-CUSUM) curves concluding that Pioneers (P) and Early Adopters (EA) of minimally invasive (MI) liver resection obtained similar results after fewer cases. In this study, we applied this framework to a MI Hepatic-Pancreatic and Biliary fellowship-trained surgeon (FT) in order to assess where along the curves this generation fell. Methods The term FT was used to designate surgeons without previous independent operative experience who went from surgical residency directly into fellowship. Three phases of the learning curve were defined using published data on EAs and Ps of MI Hepatectomy, including phase 1 (initiation) (i.e., the first 17 or 50), phase 2 (standardization) (i.e., cases 18–46 or 1–50) and phase 3 (proficiency) (i.e., cases after 46, 50 or 135). Data analysis was performed using the Social Science Statistics software (www.socscistatistics.com). Statistical significance was defined as p
Data Loading...
