[Effect of the learning phase on safety and efficiency of laparoscopic fundoplication]

Examining the learning curve of laparoscopic fundoplications at an urban community hospital

BACKGROUND

Laparoscopic fundoplication for gastroesophageal reflux disease is a procedure associated with specific complications, especially in a surgeon's early experience. The learning curve of this procedure was examined at a tertiary community institution.

METHODS

A retrospective review of the first 100 cases performed at Royal Columbian Hospital was conducted. Two surgeons performed the majority of cases and routinely assisted each other. Patients were grouped chronologically with the first 50 cases defined as early institutional experience and a surgeon's first 20 cases defined as early personal experience.

RESULTS

Operative time was longer in both the early institutional (117.8 versus 91.3 minutes, P < .001) and personal experience (126.8 versus 89.7 minutes, P < .001). The rate of dysphagia requiring intervention was higher during the early institutional (22% versus 4%, P = .017) but not personal experience (19% versus 8%, P = not significant). The conversion rate was 0%, reoperation rate was 1%, mean length of stay was 2.5 +/- 1.4 days, and the readmission rate was 5%; these outcomes were unaffected by the learning curve.

CONCLUSIONS

There is a definable learning curve in laparoscopic fundoplication in terms of operative time. However, an acceleration of the personal learning curve in terms of dysphagia was observed with a two-surgeon collaborative approach. With careful patient selection conversion, reoperation, readmission, and complication rates equivalent to experienced centers can be achieved in the community setting early in the personal and institutional experience.