Introduction: Medical students self-report insufficient training in topics of gender and sexuality in medicine, which may ultimately lead to negative health outcomes in patients for whom they willprovide care. This study aims to identify whether a studentinitiated lecture series on topics related to gender and sexual health leads to greater student comfort with discussing topics related to diverse sexual content.Methods: Medical students matriculated during two consecutive academic years were invited to participate in the lecture series. Investigators administered anonymous pre- and post-seriessurveys (n=152 and 105 respondents, respectively) using google forms. Respondents rated their comfort levels discussing relevant topics and provided narrative feedback concerning strengths andareas for improvement of the lecture series. Overlaps between the 95% confidence intervals around pre- and post-series percentage of students comfortable/very comfortable discussing each topicwere examined to compare pre- vs post-series comfort ratings. Narrative comments were reviewed for thematic feedback.Results: 105 medical students completed the lecture series, with 80% identifying as female. Self-assessed comfort levels across all seminar topics were greater in post- versus pre-lecture seriessurveys with the following topics showing the biggest differences (percentage of students “somewhat” or “very” comfortable [95% confidence intervals]: discussing sexuality with gender (68%[59-77] vs. 29%[22-36]) and sexual minority patients (84%[77-91] vs. 49%[41-57]), HIV prevention counseling (70%[61-78] vs. 20%[20-34]), identifying female genital cutting (44%[34-53] vs. 11%[6-16]), and discussing intimate partner violence (65%[55-74] vs. 33%[25-40]). Qualitative analysis indicated respondents found the lectures to be effective and believed they should be integrated into the required medical school curriculum. Conclusion: Our student-initiated lecture series was associated with greater student comfort discussing topics related to gender and sexuality with patients. This framework represents a usefulmethod to address gaps in medical education and has the potential to improve health outcomes in multiple populations.

Purpose: Few studies have examined efficacy of near-peer, 1 one-on-one tutoring programs in medical school basic science courses. An early study reported that 84% of first-/second-year (M1/M2) students tutored in dyads received passing grades. 2 More recently, studies have reported: statistically significant changes in academic grades in tutored courses among osteopathic medical students most at risk of failing, 3 improved in-course assessment scores among tutored allopathic students who had previously failed, 4 and overall reduced failure rates in allopathic medical school. 5 The current study seeks to evaluate a one-on-one near-peer tutoring program open to all M1 students in 3 basic science courses at an allopathic medical school over 3 consecutive academic years (2016–2017, 2017–2018, and 2018–2019). Methods: Student scores (n = 639) on all in-course examinations were collected for each of the 3 academic years in the following courses: Gross Anatomy (5 exams), Histology/Cell Biology (5 exams), and Medical Physiology (4 exams). These data were electronically linked to admissions data (Medical College Admission Test [MCAT] scores, grade point average [GPA], multiple mini-interview and CASPer scores, demographics) and scores on the United States Medical Licensing Examination (USMLE) Step 1. Within each academic year, scores on each in-course assessment were standardized (i.e., z-scores). Separate repeated measures ANOVAs were conducted to compare students who received tutoring with those who did not with respect to changes in relative performance (i.e., z-scores) across assessments within each course. Step 1 scores were statistically regressed onto MCAT scores, and residual values (i.e., actual minus predicted Step 1 score) were compared by t tests between groups. Student t tests, chi-square statistics, and Pearson correlation coefficients were calculated to examine the relationships between admissions data, Step 1 scores, and participation in tutoring. Results: Tutored students had significantly lower MCAT and Step 1 scores; they were more likely to be female (77% vs 47%) and underrepresented in medicine (URiM; 23% vs 14%). There were no statistically significant differences among groups on the basis of undergraduate GPA, multiple mini-interview scores, or CASPer situational judgment test scores. The number of students receiving tutoring in each course over the 3 years studied were: Gross Anatomy (n = 103), Histology/Cell Biology (n = 68), and Medical Physiology (n = 66). When studied by academic year, with the exception of Histology/Cell Biology (P = .10) in 2017–2018, statistically significant gains in performance on exams over time, relative to peers in the same course, were observed for students who received tutoring. Nevertheless, mean final grades in each of these courses were significantly lower (P < .05) for tutored students than nontutored students. Overall, small but statistically significant correlations were observed between MCAT and Step 1 scores (only available for students tutored in 2016–2017 and 2017–2018; old MCAT: r = 0.35, P < .001; new MCAT: r = 0.27, P < .001). Analysis of residuals from regression analyses demonstrated that tutored students scored, on average, 3–5 points lower on Step 1 than was predicted by MCAT score, while nontutored students, on average, scored approximately 2 points higher than predicted based on MCAT. Discussion: Results suggest that near-peer tutoring was effective in improving student performance relative to classmates within courses in Anatomy, Histology/Cell Biology, and Medical Physiology. However, students tutored in these courses received significantly lower course grades and Step 1 scores. Female sex, URiM status, and lower MCAT scores were associated with greater likelihood of seeking tutoring. Significance: In a one-on-one near-peer tutoring program that is equally available to all students, lower-performing students were more likely to use services. While tutored students saw improved exam scores within courses, their overall performance was significantly lower than students who were not tutored. This suggests that tutoring programs support the improvement of lower-performing students within courses, but earlier and longer-term interventions need to be explored.

Brazilian Jiu-Jitsu (BJJ) is a rapidly growing grappling sport with a wide spectrum of participants. This cross-sectional study examined the lifetime prevalence of concussion in adult BJJ practitioners in the United States using a 17-item survey. A total of 778 (11.4% female) BJJ practitioners with a median age of 31 years completed the survey. Overall, the lifetime prevalence of the self-reported BJJ-related concussion was 25.2%. However, the prevalence was higher among females than males (43.0% versus 22.9%; X2(1,740) = 15.129; p < 0.001). Factors independently associated with significantly increased odds of having sustained a BJJ-related concussion included a prior history of concussion (OR 1.76, 95% CI 1.14–2.74; p = 0.011) and female gender (OR 1.95, 95% CI 1.04–3.65; p = 0.037). The median return to sports time was three days, with 30.3% of participants returning on the same day as being concussed. The present study represents the first epidemiological research examining the concussions in BJJ. The results underscore the need for increased education on concussions and return to sports guidelines among BJJ coaches and practitioners.

BackgroundElevated systemic blood pressure (SBP) has been linked to complications in Continuous-flow left ventricular assist devices (CF-LVADs), including stroke and pump thrombosis. We queried Interagency Registry for Mechanically Assisted Circulatory Support (INTERMACS) to describe the response of SBP to CF-LVAD implantation and to delineate contemporary trends in antihypertensive (AH) utilization for patients with these pumps.MethodsWe identified all CF-LVAD implantations in patients older than 18 years from 2006-2014, excluding those whose durations were less than 30 days. Pre-implant patient demographics and characteristics were obtained for each record. SBPs [i.e., mean arterial pressures (MAPs)], AH-use data, and vital status were tabulated, extending up to 5 years following implantation.ResultsA total of 10,329 CF-LVAD implantations were included for study. Post-implant, SBPs increased rapidly during the first 3 months but plateaued thereafter; AH utilization mirrored this trend. By 6 months, mean MAPs climbed 12.2% from 77.6 mmHg (95% CI: 77.4-77.8) pre-implantation to 87.1 mmHg (95% CI: 86.7-87.4) and patients required a mean of 1.8 AH medications (95% CI: 1.75-1.78) -a 125% increase from AH use at 1-week post-implantation (0.8 AHs/patient, 95% CI: 0.81-0.83) but a 5.3% decrease from pre-implant utilization (1.9 AHs/patient, 95% CI: 1.90-1.92). Once medication changes stabilized, the most common AH regimens were lone beta blockade (15%, n=720) and a beta blocker plus an ACE inhibitor (14%, n=672).ConclusionsSBP rises rapidly after CF-LVAD implantation, stabilizing after 3 months, and is matched by concomitant changes in AH utilization; this AH use has increased over consecutive implant years.

OBJECTIVE:The breadth of technical skills included in general surgery training continues to expand. The current competency-based training model requires assessment tools to measure acquisition, learning, and mastery of technical skill longitudinally in a reliable and valid manner. This study describes a novel skills assessment tool, the Omni, which evaluates performance in a broad range of skills over time.DESIGN:The 5 Omni tasks, consisting of open bowel anastomosis, knot tying, laparoscopic clover pattern cut, robotic needle drive, and endoscopic bubble pop, were developed by general surgery faculty. Component performance metrics assessed speed, accuracy, and quality, which were scaled into an overall score ranging from 0 to 10 for each task. For each task, ANOVAs with Scheffé's post hoc comparisons and Pearson's chi-squared tests compared performance between 6 resident cohorts (clinical years (CY1-5) and research fellows (RF)). Paired samples t-tests evaluated changes in performance across academic years. Cronbach's alpha coefficient determined the internal consistency of the Omni as an overall assessment.SETTING:The Omni was developed by the Department of Surgery at Duke University. Annual assessment and this research study took place in the Surgical Education and Activities Lab.PARTICIPANTS:All active general surgery residents in 2 consecutive academic years spanning 2015 to 2017.RESULTS:A total of 62 general surgery residents completed the Omni and 39 (67.2%) of those residents completed the assessment in 2 consecutive years. Based on data from all residents' first assessment, statistically significant differences (p < 0.05) were observed among CY cohorts for bowel anastomosis, robotic, and laparoscopic task metrics. By pair-wise comparisons, mean bowel anastomosis scores distinguished CY1 from CY3-5 and CY2 from CY5. Mean robotic scores distinguished CY1 from RF, and mean laparoscopic scores distinguished CY1 from RF, CY3, and CY5 in addition to CY2 from CY3. Mean scores in performance on the knot tying and endoscopic tasks were not significantly different. Statistically significant improvement in mean scores was observed for all tasks from year 1 to year 2 (all p < 0.02). The internal consistency analysis revealed an alpha coefficient of 0.656.CONCLUSIONS:The Omni is a novel composite assessment tool for surgical technical skill that utilizes objective measures and scoring algorithms to evaluate performance. In this pilot study, 3 tasks demonstrated discriminative ability of performance by CY, and all 5 tasks demonstrated construct validity by showing longitudinal improvement in performance. Additionally, the Omni has adequate internal consistency for a formative assessment. These results suggest the Omni holds promise for the evaluation of resident technical skill and early identification of outliers requiring intervention.

Splenic artery aneurysms (SAAs) are rare, with an overall estimated incidence of <0.01%. Open surgical techniques have traditionally been used to treat or exclude SAAs. More recently, endovascular procedures have emerged as a preferred treatment. However, evidence to support an endovascular management strategy for SAA is limited to few case series and mostly individual case reports. We used the Nationwide Inpatient Sample (NIS) and gathered data from 2008 to 2011 to compare open vs endovascular SAA repair by assessing postoperative outcomes, hospital length of stay, and mortality. There were 2316 admissions during the study period with a diagnosis code for SAA. Among these admissions, 347 patients (14.9%) underwent endovascular repair and 112 patients (4.8%) underwent open surgery. There was a statistically significantly lower rate of cardiac (2.3% vs 6.9%; P = .05) and pulmonary (8.9% vs 16.1%; P = .05) complications in patients undergoing endovascular repair compared with those undergoing open surgery. In addition, the risk of surgical site infection in endovascularly treated SAA was also lower (0.6% vs 5.1%; P = .01). In-hospital length of stay was significantly greater for open repairs than for endovascular repairs (6 vs 4 days, respectively; P = .01). There were no statistically significant differences across procedures for renal complications (8.9% in both groups; P = .88) or in-hospital mortality (3% in both groups; P = .99). In this observational study, endovascular repair of SAA is associated with a lower complication rate and less resource utilization but no difference in mortality perioperatively compared with open surgery. This may justify an endovascular-first treatment strategy in the management of SAA.

In Brief Objective: This report describes the development, initial implementation, and reliability of American College of Surgeons Resident Objective Structured Clinical Examination (ACS OSCE). Background: Variability in clinical knowledge and skills of entering surgery residents has been demonstrated. The ACS OSCE was developed to evaluate and help remediate residents' knowledge and skills in managing patients with life-threatening conditions. Methods: A task force of surgeons and professional educators developed 10 standardized clinical case stations, evaluation checklists, and rating scales. Standardized patients (SPs) evaluated each resident's clinical skills (history taking, physical examination, communication, and SP-global scores). Residents completed checklists on diagnosis and management. Coefficient alpha and item-total correlations were used, respectively, to assess internal consistency of metrics and station validity. The resident's overall performance for each station was calculated by combining scores of the individual skills. Analysis of variance compared performance across different institutions. Results: A total of 103 postgraduate year 1 residents from 7 institutions completed the OSCE. Reliability coefficients of skills ranged from 0.38 for diagnosis to 0.68 for global scores. For overall performance on individual stations, the reliability coefficients ranged from 0.51 to 0.82. Using total percent correct scores from highly reliable stations (α > 0.8), wide variability in resident performance was demonstrated within and between the 7 institutions. Conclusions: The ACS OSCE was successfully implemented across diverse institutions. It had moderate reliability and demonstrated variability among entering surgery residents. The ACS OSCE is now available for broader implementation. It should help reduce resident variability and address the requirements of Accreditation Council for Graduate Medical Education for resident supervision. This report describes the development, initial implementation and reliability testing of American College of Surgeons Objective Structured Clinical Examination in a multi-institutional setting with the aim to evaluate residents' knowledge and skills to manage patients with life threatening conditions, develop remediation strategies, and define appropriate supervision levels.

Objective: This report describes the development, initial implementation, and reliability of American College of Surgeons Resident Objective Structured Clinical Examination (ACS OSCE).Background: Variability in clinical knowledge and skills of entering surgery residents has been demonstrated. The ACS OSCE was developed to evaluate and help remediate residents' knowledge and skills in managing patients with life-threatening conditions.Methods: A task force of surgeons and professional educators developed 10 standardized clinical case stations, evaluation checklists, and rating scales. Standardized patients (SPs) evaluated each resident's clinical skills (history taking, physical examination, communication, and SP-global scores). Residents completed checklists on diagnosis and management. Coefficient alpha and item-total correlations were used, respectively, to assess internal consistency of metrics and station validity. The resident's overall performance for each station was calculated by combining scores of the individual skills. Analysis of variance compared performance across different institutions.Results: A total of 103 postgraduate year 1 residents from 7 institutions completed the OSCE. Reliability coefficients of skills ranged from 0.38 for diagnosis to 0.68 for global scores. For overall performance on individual stations, the reliability coefficients ranged from 0.51 to 0.82. Using total percent correct scores from highly reliable stations (alpha > 0.8), wide variability in resident performance was demonstrated within and between the 7 institutions.Conclusions: The ACS OSCE was successfully implemented across diverse institutions. It had moderate reliability and demonstrated variability among entering surgery residents. The ACS OSCE is now available for broader implementation. It should help reduce resident variability and address the requirements of Accreditation Council for Graduate Medical Education for resident supervision.

BACKGROUND:Surgical education is changing owing to workforce and economic demands. Simulation and other technical teaching methods are used to acquire skills transferable to the operating room. Operative management of traumatic injuries has declined, making it difficult to acquire and maintain competence. The ASSET course was developed by the Committee on Trauma's Surgical Skills Committee to fill a surgical skills need in resident and fellow education. Using a human cadaver, standardized rapid exposure of vital structures in the extremities, neck, thorax, abdomen, retroperitoneum, and pelvis is taught.METHODS:A retrospective analysis of 79 participants in four ASSET courses was performed. Operative experience data were collected, and self-efficacy questionnaires (SEQs) were administered before and after the course. Course evaluations and instructor evaluation data were analyzed. Student's and paired samples t tests as well as analysis of variance and Spearman ρ correlation coefficient analysis were performed using α at p < 0.05. We hypothesized that the ASSET course would teach new surgical techniques and that learner self-assessed ability would improve.RESULTS:Participants included 27 PGY-4, 20 PGY-5, 24 PGY-6 or PGY-7 and PGY-8 at other levels of training. Self-assessed confidence improved in all body regions (p < 0.001), with the greatest increase in upper extremity and chest. Pre- and post-SEQ scores correlated with trauma operative experience. Precourse SEQ scores differed by level of training. Instructor evaluations correlated with previous experience on a trauma service. Program evaluations averaged 4.73 on a 5-point scale, with gaining new knowledge rated at 4.8 and learning new techniques at 4.72.CONCLUSION:A standardized cadaver-based surgical exposures course offered to senior surgical residents adds new surgical skills and improves participant self-assessed ability to perform emergent surgical exposure of vital structures.

This study aimed to compare traumatic and spontaneous carotid artery dissection (CAD) and vertebral artery dissection (VAD) with respect to age, pre-morbid risk factors, and site of dissection. Chart review was performed for 49 patients with CAD and VAD admitted to Westchester Medical Center, a level 1 trauma center, from 1999 to 2007. Presentation was categorized into traumatic (n=28, 57%) or spontaneous dissection (n=21, 43%). Pre-morbid risk factors were analyzed. Location of dissection was identified and categorized into four possible segments. Patients with spontaneous dissection were likely to be over the age of 50 years (p<0.05), and had significantly higher proportions of coronary artery disease (33% compared to 7%, p<0.05), hypertension (57% compared to 18%; p<0.01), and hypercholesterolemia (29% compared to 0%; p<0.01). Of the 49 patients, 42 had imaging studies available for segmental analysis. In both traumatic CAD and VAD, dissection at Segment III (corresponds with the first and second cervical vertebrae), was the most common site (37.5% and 50%, respectively, p<0.05). In contrast, Segment I (origin of the vessel to the fifth cervical vertebrae) was the most common site for spontaneous CAD and VAD (55% and 77%, respectively, p<0.05). This cross-sectional study suggests that etiology plays an important role in the location of dissection. Traumatic CAD and VAD occur most commonly in Segment III. Spontaneous CAD and VAD occur most commonly in Segment I and are associated with increasing age and premorbid cerebrovascular risk factors.

BACKGROUND/PURPOSE:The mechanism of injury (MOI) may serve as a useful adjunct to injury scoring systems in pediatric trauma outcomes research. The objective is to determine the independent effect of MOI on case fatality and functional outcomes in pediatric trauma patients.METHODS:Retrospective review of pediatric patients ages 2 to 18 years in the National Trauma Data Bank from 2002 through 2006 was done. Mechanism of injury was classified by the International Classification of Diseases, Ninth Revision, E codes. The main outcome measures were mortality, discharge disposition (home vs rehabilitation setting), and functional impairment at hospital discharge. Multiple logistic regression was used to adjust for injury severity (using the Injury Severity Score and the presence of shock upon admission in the emergency department), age, sex, and severe head or extremity injury.RESULTS:Thirty-five thousand ninety-seven pediatric patients in the National Trauma Data Bank met inclusion criteria. Each MOI had differences in the adjusted odds of death or functional disabilities as compared with the reference group (fall). The MOI with the greatest risk of death was gunshot wounds (odds ratio [OR], 3.52; 95% confidence interval [CI], 2.23-5.54 95). Pediatric pedestrians struck by a motor vehicle have the highest risk of locomotion (OR, 3.30; 95% CI, 2.89-3.77) and expression (OR, 1.65; 95% CI, 1.22-2.23) disabilities.CONCLUSION:Mechanism of injury is a significant predictor of clinical and functional outcomes at discharge for equivalently injured patients. These findings have implications for injury prevention, staging, and prognosis of traumatic injury and posttreatment planning.

Background: Links between trauma center volumes and outcomes have been inconsistent in previous studies. This study examines the role of institutional trauma volume parameters in geriatric motor vehicle collision (MVC) survival.Methods: The New York Statewide Planning and Research Cooperative Systems database was analyzed for all trauma admissions to state-designated Level I and II trauma centers from 1996 to 2003. For each center, the volume of patients was calculated in each of the following four categories: Young adult (age, 17-64 years) MVC and non-MVC, and geriatric (65 years and older) MVC and non-MVC. Logistic regression analysis was used to predict patient survival to hospital discharge based on the four volume parameters of the center at which they were treated, age, gender, ICISS, year of admission, and type of center.Results: Five thousand three hundred sixty-five geriatric MVC victims were admitted to Level I (n = 3,541) or II (n = 1,824) centers in New York State excluding New York City. Four thousand eight hundred ninety-eight (91%) patients were discharged alive. Volume of geriatric MVC at the center at which the patient was treated was an independent significant predictor of survival (odds ratio, 32.6; 95% confidence interval, 2.8-377.0; p = 0.005) as were younger age, female gender, increased ICISS, and later year of discharge. Young adult non-MVC volume was an independent significant predictor of nonsurvival of geriatric patients (odds ratio, 0.8; 95% confidence interval, 0.64-0.99; p = 0.042). Type of center was unrelated to outcome.Conclusions: There may be a risk-adjusted survival advantage for geriatric MVC patients treated at trauma centers with relatively higher volumes of geriatric MVC trauma and lower volumes of young adult non-MVC trauma. These results support consideration of age in trauma center transfer criteria.

BACKGROUND: Similar numbers of men and women are currently graduating from United States (US) medical schools; therefore, surgery residency programs need to attract graduates of both genders. This study compared gender distributions of allopathic US medical graduates (USMG) from academic years 1999-2000 through 2004-2005. In addition, the gender distributions of USMG and international medical graduates (IMG; analyzed separately) entering accredited general surgery (GS) programs and USMG entering other surgical specialty programs were compared across academic years 2000-2001 through 2005-2006.STUDY DESIGN: Data were extracted from the American College of Surgeons Resident Master File and the Association of American Medical Colleges FACTS Website and Data Warehouse. Chi-square statistics compared gender distributions across years for all USMG graduating and applying to GS programs each year between 1999-2000 and 2004-2005 and for USMG and IMG entering training between 2000-2001 and 2005-2006.RESULTS: During the study period, the proportion of women increased significantly (p < 0.001) among USMG (43% to 47%), USMG applying to GS programs (27% to 33%), and USMG entering GS residencies (32% to 40%); the percentages of women among IMG entering GS residencies ranged from 11% to 18%, with no apparent linear increase. Proportions of women among USMG entering training increased in most surgical specialties examined.CONCLUSIONS: The gender gap among USMG entering GS training appears to be closing, concurrent with that of USMG overall during the study period. Surgery programs must continue to recruit and retain women to attract the best and brightest trainees. (J Am Coll Surg 2011;212:320-326. (c) 2011 by the American College of Surgeons)

BACKGROUND: In 2008, the Surgical Council on Resident Education selected 33 residency programs to pilot its General Surgery Resident Curriculum Website Portal. The portal aims to reduce program variability in curricula, align teaching and learning with essential content, and improve resident study and performance.METHODS: Two online surveys were sent to all program directors and their residents before releasing the portal. Data from 32 programs and 899 residents (84%) were analyzed to determine the extent to which preimplementation characteristics supported the portal's rationale and illuminated barriers to its use and impact on learning.RESULTS: The need for curriculum content and access to online texts varied markedly across programs. Residents had easy onsite access to the Internet and used it heavily for immediate purposes. Fewer residents used the Web for planned activities and proactive study. On average, residents reported studying an hour or less a day.CONCLUSIONS: The portal appears to serve curricular resource needs and may better direct resident study. Programs are advised to consciously integrate the SCORE curriculum and portal into residency training and faculty development. (C) 2011 Elsevier Inc. All rights reserved.

Many surgeons continue to actively pursue surgical approaches that are less invasive for their patients. This pursuit requires the surgeon to adapt to new instruments, techniques, technologies, knowledge bases, visual perspectives, and motor skills, among other changes. The premise of this paper is that surgeons adopting minimally invasive approaches are particularly obligated to maintain an accurate perception of their own competencies and learning needs in these areas (ie, self-efficacy). The psychological literature on the topic of self-efficacy is vast and provides valuable information that can help assure that an individual develops and maintains accurate self-efficacy beliefs. The current paper briefly summarizes the practical implications of psychological research on self-efficacy for minimally invasive surgery training. Specific approaches to training and the provision of feedback are described in relation to potential types of discrepancies that may exist between perceived and actual efficacy.

Objective Structured Clinical Examinations are widely adopted as a clinical assessment method in nurse education. Quality is an integral aspect of the design and implementation of OSCEs, facilitating their credibility and rigour. However, there is a dearth of literature regarding the management of the quality of Objective Structured Clinical Examinations.To summarise existing literature regarding best practices on the management of the quality of Objective Structured Clinical Examinations in health science education.An integrative literature review.EBSCOhost, including CINAHL, eBook Collection, E-journals, ERIC, Health Source-Consumer Edition, Health Source-Nursing/Academic Edition, Humanities International Complete and MEDLINE, together with Cochrane Online, PubMed, Taylor & Francis Online and ScienceDirect, were searched, followed by hand searching of references as well as a manual search for grey literature, using Google.Using predetermined inclusion and exclusion criteria, research documents (experimental, non-experimental, descriptive and qualitative studies), non-research documents (editorials, opinion letters), including grey literature, published between January 2010 and March 2021.A total of thirteen (n = 13) studies were included in the review. A total of 22 quality measures were identified, which should be applied in the preparation and planning, implementation and evaluation phases of Objective Structured Clinical Examinations. The preparation and planning phase is crucial for the quality of Objective Structured Clinical Examinations, as more than half (n = 12) of the 22 quality measures were identified in this phase.There is limited available recorded evidence that defines and describes the management of the quality of Objective Structured Clinical Examinations. Future research should focus on the context-specific use of psychometric analysis to ensure generation of valid, objective and consistent assessment during Objective Structured Clinical Examinations. More rigorous large-scale studies (such as quantitative or randomised controlled trials) regarding management of variances amongst examiner scores, impact of moderation on Objective Structured Clinical Examinations, and virtual Objective Structured Clinical Examinations should be conducted.