Objective: This study establishes objective benchmarks for robotic ileal pouch-anal anastomosis (IPAA) proficiency, evaluating individual surgeon learning curves using risk-adjusted cumulative sum (RA-CUSUM) analysis. Summary Background Data: IPAA is a standard surgical treatment for conditions like refractory ulcerative colitis; robotic assistance offers potential advantages. However, the robotic IPAA learning curve is not clearly defined. Conventional analyses often overlook significant inter-surgeon variability and patient-specific factors, hindering surgical training optimization. Methods: A multi-site retrospective analysis of 123 consecutive robotic IPAA procedures performed by 11 surgeons between June 2015 and December 2023 was conducted. Patient-related variables were used for risk adjustment, and RA-CUSUM charts were generated to assess 30-day complications, operative time, and length of hospital stay at both aggregate and individual surgeon levels. Results: Aggregate RA-CUSUM data indicated general improvement trends for operative time and length of stay, alongside higher-than-expected complication rates in the early phase. Disaggregated analyses at the individual surgeon level revealed significant heterogeneity in performance trajectories and learning patterns across all three outcomes, directly challenging the concept of a standardized, uniform learning curve. Although postoperative complication and length of stay outcomes did not significantly differ between surgeons, operative time varied significantly. Conclusions: The acquisition of skill in robotic IPAA is a highly individualized process, suggesting the traditional uniform learning curve model is insufficient for contemporary surgical education. These findings strongly advocate for a shift towards personalized training paradigms that incorporate deliberate practice, targeted feedback, and simulation to optimize learning and patient outcomes.
Violante, T., Ferrari, D., Sassun, R., Behm, K.T., Mishra, N., Merchea, A., et al. (2025). Individualized Learning in Robotic Ileal pouch-anal anastomosis: Challenging the Standard Learning Curve Model. ANNALS OF SURGERY, 0, 1-21 [10.1097/SLA.0000000000006907].
Individualized Learning in Robotic Ileal pouch-anal anastomosis: Challenging the Standard Learning Curve Model
Violante T.Primo
Writing – Original Draft Preparation
;
2025
Abstract
Objective: This study establishes objective benchmarks for robotic ileal pouch-anal anastomosis (IPAA) proficiency, evaluating individual surgeon learning curves using risk-adjusted cumulative sum (RA-CUSUM) analysis. Summary Background Data: IPAA is a standard surgical treatment for conditions like refractory ulcerative colitis; robotic assistance offers potential advantages. However, the robotic IPAA learning curve is not clearly defined. Conventional analyses often overlook significant inter-surgeon variability and patient-specific factors, hindering surgical training optimization. Methods: A multi-site retrospective analysis of 123 consecutive robotic IPAA procedures performed by 11 surgeons between June 2015 and December 2023 was conducted. Patient-related variables were used for risk adjustment, and RA-CUSUM charts were generated to assess 30-day complications, operative time, and length of hospital stay at both aggregate and individual surgeon levels. Results: Aggregate RA-CUSUM data indicated general improvement trends for operative time and length of stay, alongside higher-than-expected complication rates in the early phase. Disaggregated analyses at the individual surgeon level revealed significant heterogeneity in performance trajectories and learning patterns across all three outcomes, directly challenging the concept of a standardized, uniform learning curve. Although postoperative complication and length of stay outcomes did not significantly differ between surgeons, operative time varied significantly. Conclusions: The acquisition of skill in robotic IPAA is a highly individualized process, suggesting the traditional uniform learning curve model is insufficient for contemporary surgical education. These findings strongly advocate for a shift towards personalized training paradigms that incorporate deliberate practice, targeted feedback, and simulation to optimize learning and patient outcomes.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
