Background And Study Aim: The ESGE curriculum guideline on training in ESD advises an extensive experience in animal models before commencing ESD training on humans. However, the evidence on which this recommendation is based, is rather limited. In this study we evaluate the performance of novices in ESD during their one-year training period; with continuous supervision of an endoscopist with extensive experience in ESD.
Patients And Methods: During a 6.5 years period, all ESD procedures performed by an expert endoscopist (eESD) or by one of the 3 novices (sESD), in a single non-academic center, were retrospectively collected. Primary outcome parameters were rate of en-bloc resection and clinically relevant adverse events. The secondary outcome was R0 resection, recurrence rate and delayed adverse events.
Results: In total 210 ESD procedures were included. Of these 97 sESD (46.2%), were performed by a novice endoscopist under supervision and 113 eESD (53,8%) by an expert. En-bloc resection rate was 99.1% vs 99% (p = ns), R0 resection rate was 80.5 % vs 79.4 % (p=ns). Clinically relevant complications 14.2% vs 6.2 % (p = 0.04) and severe complications 4.4% vs 2.1% (p=ns). Perforation was the most frequent reported serious complication. Three patients in the eESD group versus one in the other group needed additionally surgery due to a complication (p=ns). Recurrence rate was 2.2% for eESD and 1.3 % for sESD (p=ns).
Conclusion: This retrospective analysis demonstrates that learning ESD in humans without extensive prior animal model training is safe and feasible, on the condition that continuous supervision by an expert is provided.
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http://dx.doi.org/10.51821/87.4.13604 | DOI Listing |
Emerg Radiol
January 2025
Department of Ultrasound, Shenzhen Second People's Hospital, The First Affiliated Hospital of Shenzhen University, Shenzhen, China.
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View Article and Find Full Text PDFNurs Open
January 2025
Nursing Departement, Institut Politécnic of Santarém, Santarém, Portugal.
Aim: To describe and evaluate the psychometric properties (reliability and construct validity) of the Mental Health Literacy and Stigma Scale-Bilingual (MHLaSS-B).
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J Robot Surg
January 2025
IHU-Strasbourg, Institute of Image-Guided Surgery, 1, Place de l'Hôpital, 67000, Strasbourg, France.
Advances in medical technology have revolutionized minimally invasive procedures. This study aims to determine the status of intra-abdominal ablation therapies, focusing on outcomes regarding technique improvement and benefits related to the learning curve. A systematic search in four databases was performed in March 2024 to identify relevant studies.
View Article and Find Full Text PDFIntroduction: Professional identity is one of the frequently used and least clearly defined terms in healthcare education. Its simplest definition includes feeling, thinking, and acting like a representative of a given professional group. Many other aspects of professional identity exist.
View Article and Find Full Text PDFBMC Med Educ
January 2025
Department of Health Sciences, Norwegian University of Science and Technology, Ålesund, 6009, Norway.
Background: The aim of this study was to investigate how facilitators approach and use nursing students' mistakes in simulation-based training as learning resources in the simulation debriefing phase. Facilitators are responsible for raising students' awareness of their performances during the debriefing and facilitating reflections on their performances, including satisfactory behaviours and performance gaps. Research on facilitators' work during debriefing has highlighted various challenges, such as providing a safe and constructive climate among novice students while simultaneously teaching them the correct procedures, methods, and knowledge of caring practices to become professional nurses.
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