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中华结直肠疾病电子杂志 ›› 2025, Vol. 14 ›› Issue (04) : 353 -358. doi: 10.3877/cma.j.issn.2095-3224.2025.04.007

论著

经肛微创手术(TAMIS)的学习曲线分析
李兴旺1, 钟永红2, 刘占振3,4,5, 李月玮1, 李庆忠2, 姚坤厚1,(), 黄亮3,4,5,()   
  1. 1475000 开封,河南大学淮河医院普通外科
    2525000 茂名,广州中医药大学茂名医院/茂名市中医院结直肠外科
    3510655 广州,中山大学附属第六医院结直肠外科
    4510655 广州,广东省结直肠盆底疾病研究重点实验室
    5510655 广州,广州市黄埔区中六生物医学创新研究院
  • 收稿日期:2025-01-14 出版日期:2025-08-25
  • 通信作者: 姚坤厚, 黄亮
  • 基金资助:
    广东省基础与应用基础研究基金(No. 2023A060312405); 广州地区临床高新技术项目(No. 2023080023); 河南省医学科技攻关计划联合共建项目(No. LHGJ20240396)

Analysis of the learning curve of transanal minimally invasive surgery(TAMIS)

Xingwang Li1, Yonghong Zhong2, Zhanzhen Liu3,4,5, Yuewei Li1, Qingzhong Li2, Kunhou Yao1,(), Liang Huang3,4,5,()   

  1. 1Department of General Surgery, Huaihe Hospital, He’nan University, Kaifeng 475000, China
    2Department of Colorectal Surgery, Maoming Hospital of Guangzhou University of Chinese Medicine/Maoming Traditional Chinese Medicine Hospital, Maoming 525000, China
    3Department of Colorectal Surgery, the Sixth Affiliated Hospital of Sun Yat-sen University, Guangzhou 510655, China
    4Guangdong Provincial Key Laboratory of Colorectal and Pelvic Floor Diseases, the Sixth Affiliated Hospital, Sun Yat-sen University, Guangzhou 510655, China
    5Biomedical Innovation Center, the Sixth Affiliated Hospital, Sun Yat-sen University, Guangzhou 510655, China
  • Received:2025-01-14 Published:2025-08-25
  • Corresponding author: Kunhou Yao, Liang Huang
引用本文:

李兴旺, 钟永红, 刘占振, 李月玮, 李庆忠, 姚坤厚, 黄亮. 经肛微创手术(TAMIS)的学习曲线分析[J/OL]. 中华结直肠疾病电子杂志, 2025, 14(04): 353-358.

Xingwang Li, Yonghong Zhong, Zhanzhen Liu, Yuewei Li, Qingzhong Li, Kunhou Yao, Liang Huang. Analysis of the learning curve of transanal minimally invasive surgery(TAMIS)[J/OL]. Chinese Journal of Colorectal Diseases(Electronic Edition), 2025, 14(04): 353-358.

目的

分析经肛微创手术(TAMIS)的学习曲线。

方法

采用回顾性队列研究方法,分析中山大学附属第六医院同一组术者在2016年7月至2024年10月完成的45例TAMIS手术患者的临床资料。采用累积和(CUSUM)分析法绘制TAMIS手术的学习曲线,根据曲线峰值确定最佳学习例数,对比不同阶段的手术时间、术中出血量、环周切缘阳性率、术后住院时间及术后并发症发生率等临床指标。

结果

45例患者均顺利实施TAMIS手术。最佳拟合曲线方程为:y=0.030x3-2.856x2+71.555x-138.134,R2=0.954,P<0.05。根据曲线峰值确定17例为TAMIS手术跨越学习曲线所需要累积的最少手术例数,并将前17例分为学习提高阶段组(A组),后28例分为熟练掌握阶段组(B组)。与A组对比,B组手术时间更短(49.6 min vs. 88.4 min,t=7.170,P<0.001)、术中出血量更少(5.0 mL vs. 10.0 mL,Z=-2.384,P=0.017)、术后住院时间更短(3.5 d vs. 6.0 d,Z=-3.006,P=0.003),差异均有统计学意义。两组一般资料、环周切缘阳性率、术后并发症发生率等观察指标差异均无统计学意义(P>0.05)。

结论

TAMIS手术学习曲线可分为学习提高阶段、熟练掌握阶段;17例可能为跨越TAMIS手术学习曲线所需的最佳手术例数。

Objective

To analyze the learning curve of transanal minimally invasive surgery (TAMIS).

Methods

A retrospective cohort study was conducted to analyze relevant clinical data of 45 patients who had undergo TAMIS by the same group of surgeons in the Sixth Affiliated Hospital of Sun Yat-sen University from July 2016 to October 2024. The learning curve of TAMIS was plotted using the cumulative sum (CUSUM) analysis method and the optimal learning cases was determined according to the peak value of the learning curve. Clinical indicators such as duration of surgery, intraoperative blood loss, positive rate of circumferential margin, length of postoperative hospital stay, and incidence of postoperative complications were compared at different stages.

Results

Forty-five patients had been successfully undergo TAMIS. The optimum curve equation was y=0.030x3-2.856x2+71.555x-138.134, R2=0.954, P<0.05. According to the peak value of the curve, seventeen cases were determined as the minimum cumulative required cases of TAMIS for surgeons to cross the learning curve. Forty-five cases were divided into two groups: the learning improvement group (Group A) of the former 17 cases, and the proficiency group (Group B) of the latter 28 cases. Compared with Group A, Group B had shorter duration of surgery(49.6 min vs. 88.4 min, t=7.170, P<0.001), less intraoperative blood loss(5.0 mL vs. 10.0 mL, Z=-2.384, P=0.017), and shorter length of postoperative hospital stay (3.5 d vs. 6.0 d, Z=-3.006, P=0.003). There was no statistically significant difference in the observation indicators including positive rate of circumferential margin and incidence of postoperative complications between the two groups (P>0.05).

Conclusions

The learning curve of TAMIS can be divided into the two stages: learning improvement stage and mastery stage. Seventeen cases may be the optimal required cases to cross the learning curve of TAMIS for surgeons.

图1 45例患者手术时间的散点图
图2 45例患者术中出血量的散点图
图3 45例患者手术时间的CUSUM学习曲线
图4 45例患者术中出血量的CUSUM学习曲线
表1 学习提高阶段组和熟练掌握阶段组患者临床病理资料比较[±s,例(%)]
表2 学习提高阶段组和熟练掌握阶段组患者的围手术期资料比较(±s
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