Abstract
INTRODUCTION
The direct anterior approach (DAA) for total hip arthroplasty has become a popular technique. Proponents of the anterior approach cite advantages such as less muscle damage, lower dislocation risk, faster recovery, and more accurate implant placement for the approach. However, there is a steep, complex learning curve associated with the technique. The present study seeks to define the learning curve based on individual surgical and outcome variables for a high-volume surgeon.
METHODS
300 consecutive patients were retrospectively analyzed. Intraoperative outcomes measured include surgery time and estimated blood loss (EBL). Complications include intraoperative fracture, post-operative fracture, infection, dislocation, leg length discrepancy, loosening, and medical complications such as deep vein thrombosis (DVT) and pulmonary embolism (PE). Segmented regression models were used to elucidate the presence of a learning curve and mastery of the procedure with regard to each individual variable.
RESULTS
The mean operative time was 77.1 minutes (range 40–213). Operative time improved at a rate of 6.6 minutes per case for the first 15 cases then by an average of 5 seconds per subsequent case. The mean EBL for the series was 288.6 mL. Segmented regression shows EBL decreased at a rapid rate until case 52, followed by a more gradual decline. Complications were higher in the first 7 surgeries, with a 48% decrease in the likelihood of complication with each subsequent surgery. The improvement continued through the rest of the series with a 0.5% decrease in likelihood with each surgery.
DISCUSSION
Our data contributes to the current body of literature by defining the learning curve with what we consider the most pertinent outcomes. First, we show that operative efficiency can be gained quite quickly (15 cases) while the slower improvement in EBL demonstrates continued learning about the anatomy. Our data is consistent with previous published reports regarding complication improvement. The present study will provide surgeons considering DAA useful information regarding what to expect during their learning curve. Furthermore, the data can be useful for surgeons charged with teaching the technique to critically evaluate what learning curve variables can be improved to hasten the learning curve.
