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Recently, laparoscopic surgery (LS) has become a more common procedure than traditional open surgery. Although LS-related adverse events have been reported, there is no formal, standardized curriculum to teach the fundamentals of LS in Japan. Understanding surgeons’ knowledge regarding LS is crucial for developing an educational curriculum. The purpose of this study was to determine the baseline knowledge on LS of surgeons and surgical trainees in Japan. Participants completed 24 multiple-choice questions testing basic cognitive knowledge of LS and a questionnaire regarding the status of laparoscopic education. The examination was developed according to the 13 content domains of the Fundamentals of Laparoscopic Surgery (FLS) program. Scores were compared between post-graduate year (PGY) > 5 and PGY 1–5 participants. Data are expressed as median scores and interquartile ranges. Wilcoxon signed-rank test was used for statistical analysis. A total of 195 surgeons and surgical trainees from 10 teaching hospitals (PGY1–5: 66, PGY > 5: 129) across Japan completed the examination. The median score in the entire cohort was 75 [67; 83] %, with significantly higher scores in the PGY > 5 group compared to the PGY1–5 group (79 [75; 83] % vs. 67 [58; 75] %, p< 0.001). The differences in performance were due to better scores for PGY > 5 group on the sections “equipment,” “patient considerations,” “abdominal access,” “tissue handling,” “hemorrhage and hemostasis,” “tissue approximation,” and “exiting the abdomen.” Overall, the median scores in the “energy sources” and “establishment and physiology of the pneumoperitoneum” subsections were lower than in other domains. All participants agreed on the need for fundamental knowledge and a formal educational curriculum. Compared to experienced surgeons, surgical trainees had lesser knowledge about performing LS. Regardless of the years of experience, there are crucial knowledge gaps in specific areas regarding safe LS that should be addressed by implementing an educational curriculum.

Despite recent developments in surgical education, obstacles including inadequate budget, limited human resources, and a scarcity of time have limited its widespread adoption. To provide systematic training for laparoscopic inguinal hernia repair, we had previously developed and validated a checklist to evaluate the recorded performance of transabdominal preperitoneal (TAPP) repair. We had also developed an educational system that included didactic materials based on the TAPP checklist and incorporated remote evaluation and feedback system. The aim of this study was to evaluate the educational impact of the TAPP education system on novice surgeons. Residents and surgeons from participating hospitals, who had performed 0 or 1 TAPP procedure, were randomly assigned to the intervention group (IG), who trained using this new educational tool, and the control group (CG), who trained using the conventional system. Their surgical videos were rated by blinded raters. All participants performed their first case prior to randomization. The primary outcome was improvement of TAPP checklist score from the first to the third case. Eighteen participants from 9 institutes were recruited for this study. Seven participants in the IG and 5 participants in the CG were included in the final analysis. The participants in the IG demonstrated significant improvement in their TAPP performance (p= 0.044) from their first case to their third case, whereas their counterparts in the CG failed to make any significant progress during the same period (p= 0.581). The new TAPP educational system was effective in improving the TAPP performance of novice surgeons.

Various studies have shown the benefit of three-dimensional (3D) systems over two-dimensional (2D) systems in laparoscopic surgery. However, a few studies have shown the impact of proficiency-based training and transferability of the skills from 2D to 3D system and vice versa. The purpose of this study was to investigate the impact of 2D and 3D environments on the time taken by novice trainees to learn basic laparoscopic skills and the transferability of the skills learnt in one environment to another. Medical students with no prior experience in training of laparoscopic tasks were randomly assigned to 2D or 3D groups. Both groups were trained in peg transfer and intracorporeal suture of Fundamentals of Laparoscopic Surgery (FLS) program until they attained predefined benchmarks. The practice times taken to reach the goal were compared. After they had reached the goal, all the participants were asked to repeat these tasks under both 2D and 3D environments. Their scores in both of the environments were compared. Eighty-eight participants were randomly assigned to 2D (n= 44) or 3D (n= 44) training groups. There was no difference between the backgrounds of both groups. The 3D training group was faster in reaching its goal in both tasks (p< 0.001 and p= 0.007, respectively). After reaching the goal, both groups were faster in the 3D environment in peg transfer (p= 0.04, p= 0.012). In intracorporeal suture, the 2D training group had similar scores in both the environments (p= 0.32), but the 3D group was slower in the 2D environment (p= <0.001). The 3D environment helped shorten the training time of basic laparoscopic skills to novices. However, the novices trained in the 3D environment failed to transfer their skills to the 2D environment.

The creation of an adequate peritoneal flap during laparoscopic transabdominal preperitoneal (TAPP) inguinal hernia repair, while avoiding injuring surrounding structures can be technically challenging. Liquid infiltration of the preperitoneal space can help facilitate dissection and avoid inadvertent injuries. We describe a novel technique for TAPP inguinal hernia repair using liquid-injection for preperitonal dissection and report our initial experience. TAPP inguinal hernia repair using a liquid-injection technique during preperitoneal dissection was performed by a single surgical resident without prior TAPP repair experience from July 2013 to January 2014. After trocar placement, 60 mL of 0.3 % lidocaine with 1:300,000 dilution of epinephrine was injected percutaneously using a blunt needle under laparoscopic visualization into the preperitoneal space to assist with the dissection and parietalization of the vas deferens, spermatic vessels, and epigastric vessels. The initial peritoneal incision is performed at the lateral side of the inguinal canal, followed by blunt dissection of the preperitoneal space. Eleven patients (median age: 69; 8 male) with a total of 12 inguinal hernias underwent a TAPP repair using a liquid-injection preperitoneal dissection technique. Ten patients had unilateral hernias (4 indirect, 6 direct), and one patient had bilateral direct hernias. The median operative time, median injection time, and median dissection time were 116, 3.5, and 42 min, respectively. Estimated blood loss was less than 10 mL for all cases. No intraoperative injuries, conversions to open repair, or 30-day postoperative complications occurred. There were no hernia recurrences after a median follow-up of 143 days. Our preliminary experience suggests that liquid-injection to assist preperitoneal dissection during TAPP inguinal hernia repair appears to be safe and feasible. This novel method facilitates the dissection of spermatic cord structures, and can be used to minimize trauma to surrounding structures, especially when performed by trainees with limited operative experience.