An editorial by the editor-in-chief and a statistician discusses effect and effect size in educational research and why reporting on statistical significance alone is not sufficient (pp. 279). An accompanying document answers frequently asked questions about effect size (pp. 283).

Perspectives address relationships in mentoring (Gillespie et al, pp. 287); how to overcoming stereotyping international medical graduates (Manthous, pp. 290), and aligning public spending for medical education with the nation's health care needs (Girard and colleagues, pp. 293).

A systematic review by Kwok and colleagues offers scientific data on the prevalence of patient assaults on residents (pp. 296).

A review by Nelson et al offers a wealth of information about the emerging field of global health careers, and the consequences for learners and mentors (pp. 301).

Averbukh and Southern present the results of their study on internal medicine inpatient team admission volume and safety outcomes (pp. 307).

House et al compare and contrast evaluations of pediatric emergency airway simulation using live observation and review of videotapes (pp. 312).

Curran and colleagues discuss an obstetrics-gynecology residency's use of an alumni survey to assess and improve the relevance of the curriculum (pp. 317).

Ecological momentary assessment allows Willett et al to explore the structural factors that influence internal medicine residents' perceptions of the quality of attending rounds (pp. 322).

Rackow et al show that deliberate practice improves obstetrics-gynecology residents' hysteroscopy skills (pp. 329).

White, Carney and Garvin present the findings of their study of family medicine residency networks in the United States (pp. 335).

“Page me if you need me” is the wrong message about resident supervision, as demonstrated in an analysis of the hidden curriculum in faculty-resident communication (Loo et al, pp. 340).

Sufrin and colleagues describe a rotation to a county jail that addresses the health care needs of incarcerated women and facilitates learning for obstetrics-gynecology residents (pp. 346). A commentary by Rich and colleagues highlights the health care needs of this underserved group and the special learning opportunities that caring for its members creates (pp. 387).

Peterson et al discuss a multidisciplinary simulation curriculum to assist residents in delivering bad or difficult news to patients and families (pp. 351).

Bean and colleagues describe a brief educational intervention focusing on motivational interviewing and its benefits for the care of endocrinology patients (pp. 357).

Welch and colleagues present an innovative peer, alumni, and group mentoring program for emergency medicine residents and faculty (pp. 362). A commentary by Marusic discussed the evidence base of the benefits of mentoring for female physicians in academic careers (pp. 389).

Vetere et al describe and validate an approach to teaching placement of a B-Lynch suture to prevent the mortality and morbidity consequences of postpartum hemorrhage (pp. 367).

Tews and colleagues use situation-background-assessment-recommendation (SBAR) to enhance emergency medicine residents' skill in making clinical case presentations (pp. 370).

Chandler et al discuss how performance feedback during work rounds increased residents' skills in teaching medical students (pp. 374).

Sharma and colleagues report on a comprehensive preparation course that improved in-training examination scores for emergency medicine residents (pp. 378).

A handover that has received relatively less attention is the transfer of graduating primary care residents' ambulatory patient panels. Donnelly et al summarize an intervention that facilitated a smooth transfer of these patients to junior residents (pp. 381).

Meurer and Diehr discuss how community-engaged scholarship can simultaneously assist residents in fulfilling the Accreditation Council for Graduate Medical Education's (ACGME) requirements for scholarly activity and improve community health (pp. 385).

Two brief observations respectively describe a program to train residents in prescribing Buprenorphine in the care of opiod dependent patients (pp. 391), and what medical educators can do to assist in curtailing antimicrobial resistance (pp. 392).

In his essay, Boulay offers a personal insight into the physician's thought processes regarding medical complications (pp. 393).

Weiss and colleagues describe the development, testing, and implementation of the ACGME's new Clinical Learning Environment Review Program (pp. 396).

Key dates for the implementation of the ACGME's Next Accreditation System (NAS) for programs in Phase I are presented in a succinct time line (pp. 399).

Combes and Arespacochaga present the results of data collection and deliberation by the American Hospital Association on competencies physicians will need for practice in the 21st century health care system (pp. 401).

2012