Training in Endoscopic Ultrasound


Site/Lesion

Number of cases required

Mucosal tumors (cancers of the esophagus, stomach, and rectum)

75

Subepithelial abnormalities

40

Pancreaticobiliary

75

EUS-FNA

50 (includes 25 pancreatic FNA)

Non-pancreatic FNA

25

Pancreatic FNA

25

Comprehensive competence

150a


aIncluding at least 75 pancreaticobiliary and 50 FNA



In addition to the hands-on learning, formal supervised EUS training should include reviews of cross-sectional anatomy, atlases of endoscopic or abdominal ultrasonography, videotaped teaching cases, and didactic courses in EUS. A combination of well-supervised EUS procedures and didactic teaching will aid in ensuring an adequate training experience as well as an overall understanding of endoscopic ultrasonography.



Training Evaluation: What Tools Are Available to Assess Competence?


Competency is defined as the minimum level of skill, knowledge, and/or expertise acquired through training and experience required to safely and proficiently perform a task or procedure [17]. Unfortunately, there have been few published reports regarding training of individuals in EUS or the number of procedures required to attain competence [12, 1925]. A common goal for all gastroenterology training programs is the production of knowledgeable, experienced, and competent endoscopists. Although there exists a demand for qualified endosonographers, not all trainees should pursue advanced training due to both variations in individual skill level and regional manpower needs.

Competence in routine endoscopic procedures should be documented as it provides a vital foundation for advanced endoscopic training. Individuals wishing to pursue further training in EUS must have completed at least 24 months of a standard GI fellowship or demonstrate equivalent training [9].

Obviously, trainees in endoscopy develop skills at widely varying rates that can be evaluated by experienced endoscopists. Therefore, the use of an absolute or threshold number of procedures to demonstrate competence may be misleading and should be employed with caution in the evaluation of individual trainees. The minimum number of procedures required to achieve competency in EUS will vary based on the individual’s skill level, understanding of ultrasound principles, and quality of the training experience. Performing an arbitrary number of procedures does not necessarily guarantee competency. Although the ASGE Standards of Practice Committee published a minimum number of procedures necessary to perform before assessing competency (Table 21.1), these numbers simply represent a minimum requirement and should serve only as a guide for evaluating individual trainees [26]. These numbers are derived from studies on training in EUS, published expert opinion, and consensus of the Ad Hoc EUS and Standards of Practice committees of the ASGE. Many if not most trainees will require procedure numbers in excess of these minimums. A prospective multicenter study of five advanced endoscopy trainees, without any previous EUS experience, evaluated the variation in learning curves for EUS [22]. This study showed substantial variability in achieving competency with some trainees requiring nearly double (or more in some cases) the minimum number of procedures required to achieve competency . Ideally, competency in both the technical and cognitive aspects of EUS should be gauged through direct observation by an experienced endosonographer.

A variety of tools and techniques have been proposed to assess competency in EUS. A recent study utilized a combination of a survey assessment tool designed to measure competence in EUS-FNA for mediastinal staging of non-small-cell lung cancer (NSCLC) in addition to direct expert observation and video-based performance review [25]. In this study, three advanced endoscopy trainees and three experienced endosonographers performed EUS-FNA on a total of 30 patients with proven or suspected NSCLC. The experienced endosonographers evaluated the trainees by direct observation. Digital video recordings of these procedures were made and reviewed by the expert endosonographers in a blinded fashion 2 months later. They then completed a scoring sheet called the Endoscopic Ultrasound Assessment Tool (EUSAT). The EUSAT is a scoring sheet specifically created for the standardized assessment of EUS-FNA in mediastinal staging of NSCLC. The assessment consists of twelve items related to the techniques of endoscope insertion, identification and presentation of anatomical landmarks, and biopsy sampling. There was good intra-rater reliability for direct observation and blinded video recording, and the assessment tool provided an objective discrimination between trainees and expert physicians. These results suggest that objective assessment tools can be combined with direct supervision and video-based feedback to create a high-quality EUS training experience.


Areas of Competence for an Endosonographer


Competence in EUS requires both cognitive and technical skills [27], including an understanding of the appropriate indications for endoscopic ultrasound , conducting appropriate pre- and post-procedure evaluations , and managing procedure-related complications. Trainees must be able to perform the procedure in a safe and efficient manner while also recognizing and understanding the ultrasound images. The ASGE recently published quality indicators for EUS summarized in Table 21.2.




Table 21.2
Quality Indicators for EUS by ASGE/ ACG Taskforce on Quality in Endoscopy [28]












































































Quality Indicator

Grade of recommendation

Goal (%)

Appropriate and documented indication

1C

>80

EUS-specific consent obtained and documented

3

>98

Appropriate antibiotics administered during FNA of cysts

2C

Not available

EUS performed by trained endosonographer

3

>98

Relevant structures as per indication documented

3

>98

Relevant structures as per indication documented

3

>98

Relevant structures as per indication documented

3

>98

Relevant structures as per indication documented

3

>98

*All gastrointestinal cancers staged with TNM staging system

3

>98

Size of pancreatic mass, vascular involvement, lymphadenopathy, and distant metastases documented

3

>98

EUS wall layers involved in subepithelial lesions documented

3

>98

EUS-FNA of distant metastases, ascites and lymph nodes and primary tumor when sampling both would alter management

1C

>98

Adequate sample for diagnosis in all solid lesions by EUS-FNA

3

≥85

*Adequate diagnostic rate and sensitivity for EUS-FNA of pancreatic mass

1C

Diagnostic rate ≥70 Sensitivity ≥85

Adverse events after EUS-FNA documented

3

>98

*Appropriate incidence of adverse events after EUS-FNA

1C

Acute pancreatitis <2% Perforation <0.5% Clinically significant bleeding <1%


*Priority indicators

ASGE: American Society for Gastrointestinal Endoscopy

ACG: American College of Gastroenterology

Definitions of grades of recommendation:

1C (clear benefit, based on observational studies, intermediate-strength recommendation, may change when strongerevidence available)

2C (unclear benefit, based on observational studies, very weak recommendation, alternative approaches likely to bebetter under some circumstances)

3 (unclear benefit, based on expert opinion only, weak recommendation, likely to change as data becomes available)


Cognitive Skills in EUS


Equally important as the technical training of endosonography is the cognitive training in EUS. The ASGE Training Committee recently published an EUS Core Curriculum summarizing the technical and cognitive aspects of training [8]. The curriculum should focus on a thorough understanding of the relevant anatomical and clinical aspects of EUS (Table 21.3). These include knowledge of the cross-sectional anatomy of the human body and understanding the principles of ultrasonography. The trainee must appreciate the basic principles by which ultrasound waves create an image through various media as well as the principles of Doppler imaging and how it is used to identify and differentiate vascular structures. EUS is used to stage malignancies, and the trainee must understand TNM staging and how staging is used to guide therapy. A thorough understanding of the indications, contraindications, individual risk factors, and benefit–risk considerations for individual patients must be demonstrated. Being able to clearly and accurately describe the procedure, its indications, and potential complications to patients and obtain informed consent is critical. The trainee should also understand the alternatives to EUS and their strengths and limitations. Acquiring skills in drafting an accurate, comprehensive, and easy-to-read EUS report is also important. The trainee must also demonstrate excellent interpersonal and communication skills. When EUS is used to diagnose and stage cancers, knowing how to communicate EUS findings in a compassionate and sensitive manner to the patient is imperative. Also, the trainee must be able to effectively communicate with the multidisciplinary team and participate in the coordination of patient care.




Table 21.3
EUS comprehensive curriculum [8]







































Cross-sectional human anatomy

Principles of ultrasonography

Principles of oncology

 TNM staging systems

 Stage-directed therapy

Indications and risks of EUS

Alternatives to EUS

EUS terminology

EUS equipment: echoendoscopes and processors

Safe passage of the echoendoscope

EUS evaluation of structures

Interpretation of images and detection of pathology

Tissue sampling

Recognition and management of complications

Advanced techniques

Interpersonal and communication skills

System-based practice and improvement

Thorough knowledge of the technical features of the EUS processor, echoendoscopes, and accessories is vital to transition from training to future independent practice. The trainee must be agile enough to adapt to the EUS equipment that is available at the practice, which may be different from the equipment used during training. The sonographer should also be involved in decisions regarding EUS equipment purchase to ensure that appropriate equipment is available for a successful EUS practice, especially if EUS is being introduced into the practice for the first time.

Lastly, it is important for the trainee to understand and document quality measures of endosonography including the proper indication for performing EUS as well as adequate visualization and description of the anatomical structures relevant to the procedure’s indication [8]. Evaluating quality measures such as the use of prophylactic antibiotics prior to FNA of a cystic lesion and the appropriate use of EUS-FNA is a necessary part of EUS training. Also, keeping a record of complication rates of EUS procedures (i.e. the incidence of pancreatitis, infection, or bleeding after FNA) is an essential part of EUS training and quality improvement.


Technical Skills in EUS


Technically, the trainee must be able to safely intubate the esophagus, pylorus, and duodenum to acquire the necessary images. EUS is performed in a variety of anatomical locations for various indications [29]. These indications include evaluation and staging of mucosally based neoplasms (esophagus, stomach, colon, and rectum), evaluation of subepithelial abnormalities, assessment of the pancreas and pancreaticobiliary ducts, and performance of EUS-FNA.


Mucosal Tumors


A crucial component of an EUS training program is achieving proficiency in gastrointestinal tumor staging. Where available, EUS has become the standard of care in staging several gastrointestinal malignancies including esophageal, gastric, rectal, and pancreatic cancers . Accurate imaging of the lesion and recognition of surrounding lymphadenopathy , in particular the celiac axis region for upper tract cancers, are critical to the diagnosis and correct staging of mucosally based tumors. Evaluation of rectal cancers should include intubation of the sigmoid colon and identification of the iliac vessels. A prospective study reported competent intubation of the esophagus, stomach, and duodenum was achieved in 1–23 procedures (median 1–2), with visualization of the esophageal or gastric wall in 1–47 procedures (median 10–15) [19]. Adequate evaluation of the celiac axis region required 8–36 procedures (median 10–15).

Unfortunately, there are limited studies addressing the learning curve for staging mucosal tumors of the gastrointestinal tract. Only two studies have evaluated the learning curve in esophageal cancer staging . Fockens et al [20] reported that adequate staging accuracy was achieved only after 100 examinations, while Schlick and colleagues [21] reported an 89.5 % T stage accuracy after a minimum of 75 cases. A survey of the American Endosonography Club in 1995 suggested an average of 43 cases for esophageal imaging, 44 for gastric, and 37 for rectal [19]. Once competence is achieved in one anatomic location, the threshold number of procedures for other anatomical locations may be reduced depending on the skill and training of the endosonographer. The ASGE currently recommends a minimum of 75 supervised cases, at least 2/3 in the upper GI tract, before competency for evaluating mucosal tumors can be assessed [26].

Determining the accuracy of tumor staging by a trainee is an important aspect of trainee evaluation as EUS staging potentially alters the clinical neoadjuvant/adjuvant treatment plan and surgical decisions. Studies in endosonographic staging of esophageal cancer suggested that at least 75–100 procedures were required before an acceptable level of accuracy was achieved [20, 21]. Ideally, the accuracy of EUS staging should be compared to a gold standard such as surgical pathology; however, surgical specimens are not always readily available, and any preoperative chemoradiation therapy may affect staging. In these circumstances, staging by a skilled and competent endosonographer should be considered the gold standard comparison for the trainee. The trainee should achieve accuracy in tumor staging comparable to published medical literature (Table 21.4) [8]. Appropriate documentation of all EUS procedures in a training log, along with review of surgical pathology results, will further assist in improving the accuracy of tumor staging. Furthermore, the implications of EUS findings in staging gastrointestinal malignancies must be incorporated into the whole treatment plan for each patient (i.e. surgical, medical, and/or radiation oncology referrals).




Table 21.4
Staging accuracy of EUS for common GI malignancies [3]
































Indication

T stage (%)

N stage (%)

Esophageal cancer

85

79

Gastric cancer

78

73

Pancreatic cancer

90

75

Ampullary carcinoma

86

72

Rectal cancer

84

84


Subepithelial Abnormalities


Evaluation of subepithelial lesions has become a common indication for EUS. Discriminating between neoplasms, varices, enlarged gastric folds, and extrinsic compression from extramural masses can be performed with traditional echoendoscopes or catheter-based ultrasound probes. With the advent of the catheter-based probes, some practitioners have developed competency in subepithelial abnormalities without achieving competence in other indications for EUS. Although no studies are available for determining the threshold number of cases required to accurately assess subepithelial abnormalities, the ASGE Standards of Practice Committee currently recommends a minimum of 40–50 supervised cases [30].


Pancreaticobiliary Imaging


Most endosonographers will agree that accurate imaging and interpretation of images of the pancreaticobiliary system including the gallbladder, bile duct, pancreatic duct, and ampulla are more technically challenging than evaluating mucosal and subepithelial lesions . For this reason, a larger volume of supervised pancreaticobiliary cases are required before competence can be adequately assessed. A multicenter, 3-year prospective study reported that adequate imaging of the pancreatic and bile ducts required 13–135 cases (median 55), while imaging of the pancreatic parenchyma required 15–74 cases (median 34) [31]. Adequate assessment of the ampulla required 13–134 cases (median 54). Although technical competence in pancreaticobiliary imaging may be achieved in less than 100 cases, a survey from the American Endosonography Club suggests that interpretive competence of pancreatic images may require additional procedures (120 cases) [19]. Other expert opinion suggests a higher threshold of 150 cases before assessing interpretative competence [27]. Currently, the ASGE Standards of Practice Committee recommends a minimum of 75 pancreaticobiliary cases before competency can be assessed [26].


EUS-FNA


EUS-FNA has emerged as an important diagnostic tool for obtaining tissue from intramural lesions, peri-gastrointestinal adenopathy, pancreatic lesions, and others [32]. Training in EUS-FNA requires knowledge of basic endoscopic ultrasound principles along with mastery of the skills necessary for obtaining and interpreting EUS images. Understanding and appreciating the complexity and risk that EUS-FNA adds to the procedure is critical for successful training. A recent study suggested that introducing trainees to EUS-FNA from the onset of training is a safe and feasible way to maximize exposure to FNA during training [24]. This is the first reported study evaluating the safety and diagnostic yield of EUS-FNA by attending supervised advanced endoscopy trainees. It found similar diagnostic yield comparing attending versus fellow FNA passes when the trainee is supervised. Unfortunately, the minimum number of FNA cases needed to achieve competence has not been studied. Due to the lack of literature supporting a threshold number for EUS-FNA, these numbers were adopted from the guidelines set forth for therapeutic ERCP. The similarities between EUS and ERCP including use of side-viewing instruments and combined endoscopic and radiologic imaging led to these recommendations. The current recommendation suggests that the trainee perform a minimum of 50 EUS-FNA procedures, split between non-pancreatic and pancreatic FNA [8]. It is generally agreed that EUS-FNA of pancreatic lesions carries higher complexity and risk for potential complications than other anatomical sites. Therefore, the number of pancreatic FNAs is considered separately from other anatomical locations. Competence in EUS-FNA of pancreatic lesions requires demonstrating proficiency in at least 75 pancreaticobiliary EUS cases in addition to 25 supervised FNA of pancreatic lesions. For non-pancreatic lesions (i.e. intramural lesions, lymph nodes, and ascites), the trainee should perform at least 25 supervised FNA cases before competency can be assessed [26]. Large clinical studies are needed to further assess the validity of these recommendations.

Only gold members can continue reading. Log In or Register to continue

Stay updated, free articles. Join our Telegram channel

Tags:
May 30, 2017 | Posted by in GASTROENTEROLOGY | Comments Off on Training in Endoscopic Ultrasound

Full access? Get Clinical Tree

Get Clinical Tree app for offline access