Analysis of the variation in learning curves for achieving competency in convex EUS training: a prospective cohort study using a standardized assessment tool

• Published in: Gastrointestinal endoscopy Vol. 97; no. 4; pp. 722 - 731.e7
• Main Authors: Chiba, Masafumi, Kato, Masayuki, Kinoshita, Yuji, Akasu, Takafumi, Matsui, Hiroaki, Shimamoto, Nana, Tomita, Youichi, Abe, Takahiro, Kanazawa, Keisuke, Tsukinaga, Shintaro, Nakano, Masanori, Torisu, Yuichi, Toyoizumi, Hirobumi, Suka, Machi, Sumiyama, Kazuki
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 01.04.2023
• Subjects: Clinical Competence; Endosonography - methods; Humans; Learning Curve; Prospective Studies; MI; TESAT
• ISSN: 0016-5107; 1097-6779
• DOI: 10.1016/j.gie.2022.10.042

The need for mastering standard imaging techniques for convex EUS in the biliopancreatic regions has been increasing; however, large variations in the aptitude for achieving EUS competency hinder expert development. Therefore, we investigated the factors influencing the achievement of expert competency in EUS using a new assessment tool for multiple imaging items. Between January 2018 and February 2022, 3277 consecutive EUS procedures conducted by 5 beginners (EUS procedures <250), 7 intermediate trainees (250-749), and 2 experts (≥750) were prospectively evaluated. Immediately after each EUS procedure, the success or failure of imaging for each item was recorded using a newly developed EUS assessment tool that requires 17 items to be photographed. After correcting for missing values using multiple imputation, learning curves of EUS scores were created, and a competency was set based on expert scores. Finally, a comparative analysis between high and low performers was performed to extract factors influencing EUS scores. Although 3 of 7 intermediates (43%; mean, 317 cases) achieved competency, none of the beginners achieved competency. During a comparative analysis, although no significant difference in the number of EUS procedures performed was observed between the high and low performers, the former had significantly higher scores in the written test (theoretical knowledge). Our results showed that theoretical knowledge, rather than the number of EUS cases, may be a possible influencing factor for distinguishing high and low performers after treating 250 cases. (Clinical trial registration number: UMIN 000043271.)