2017, Number 1
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Rev Mex Neuroci 2017; 18 (1)
Proposed novel learning curve pattern for minimally invasive transforaminal lumbar interbody fusion: does training really matter?
Gutiérrez-Partida CF, Quillo-Olvera J, Soriano-Solis S, Zuñiga-Rivera Julio-Cesar, Padilla-Sanchez A, Rodríguez-García M, Soriano-Sánchez José-Antonio
Language: Spanish
References: 20
Page: 54-64
PDF size: 179.30 Kb.
ABSTRACT
Introduction: Several studies have reported the
learning curve in minimally invasive transforaminal
lumbar interbody fusion (MI-TLIF) technique based
on surgical time, estimated blood loss, and high rate
of perioperative complications associated with the
initial experience in performing the technique. A
different approach to the learning curve of this
technique is proposed in this study.
Objective: To assess the learning curve in MITLIF
by a single surgeon during his minimally
invasive spine surgery fellowship training.
Methods: Retrospective review of surg
ical records. Piecewise regression and cumulative
sum (CUSUM) analysis were applied to assess
the learning curve of a single surgeon for MI-TLIF
technique from February 2012 to March 2015.
Results: Surgical records of 54 patients who
underwent MI-TLIF procedure were reviewed.
Technique-related skills obtained during the
minimally invasive spine surgery fellowship
were evaluated. Piecewise regression analysis
and CUSUM operative time chart evidenced an
inflection at the 16th patient. The mean operative
time was 182.4±63.6 min, mean intraoperative
blood loss was 43.8±34.1 mL and median hospital
length stay was 3 days. There were significant
differences in clinical and functional outcomes at
six months and at final follow-up. No perioperative
complications occurred. The objective structured
assessment of technical skills evaluations were ≥ 25
in every procedure. CUSUM chart demonstrated
an extended period of surgical proficiency after the
16th patient.
Conclusions: MI-TLIF learning curve requires
knowledge and skills acquired through anatomical,
biomechanical and cadaveric training sessions,
as well as simulation and learning strategies in
operating room for a long time. Finally, surgical
proficiency represents a personal gift that cannot
be easily measured and the surgeon must perform
in order to obtain particular surgical goals.
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