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Analysis of the learning process for laparoscopic sacrocolpopexy: identification of challenging steps

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Abstract

Introduction and hypothesis

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.

Methods

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).

Results

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.

Conclusion

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.

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Conflicts of interest

None.

Contributions

Filip Claerhout, Jan Deprest were involved in the data analysis; Filip Claerhout, Jasper Verguts, Erika Werbrouck, Joan Veldman, Jan Deprest are clinicians and involved in the clinical management of the patients described in this paper; Filip Claerhout, Jasper Verguts, Erika Werbrouck, Joan Veldman are fellows in urogynaecology and involved in the data collection and establishment of the data set; Filip Claerhout and Jan Deprest drafted the initial version of the paper, and all authors were involved in the final drafting of the paper.

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Authors and Affiliations

  1. Pelvic Floor Unit, University Hospitals, KU Leuven, Leuven, Belgium

    Jasper Verguts, Erika Werbrouck, Joan Veldman & Jan Deprest

  2. Department of Development and Regeneration, KU Leuven, Leuven, Belgium

    Jasper Verguts, Paul Lewi & Jan Deprest

  3. Department of Obstetrics and Gynaecology, UZ Leuven, Herestraat 49, 3000, Leuven, Belgium

    Jan Deprest

  4. Gynaecologie en Verloskunde, Sint Lucas Ziekenhuis, Brugge, Belgium

    Filip Claerhout

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  1. Filip Claerhout
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  2. Jasper Verguts
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  3. Erika Werbrouck
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  4. Joan Veldman
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  5. Paul Lewi
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  6. Jan Deprest
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Correspondence to Jan Deprest.

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Claerhout, F., Verguts, J., Werbrouck, E. et al. Analysis of the learning process for laparoscopic sacrocolpopexy: identification of challenging steps. Int Urogynecol J 25, 1185–1191 (2014). https://doi.org/10.1007/s00192-014-2412-z

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  • DOI: https://doi.org/10.1007/s00192-014-2412-z

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