Sullivan and Simpson introduce the New Ideas category aimed at disseminating innovation in the field for adoption or adaptation (p. 193).

Chretien et al contemplate 2 articles on technology and social media in medical education (Short et al and Bernard et al) and pose the question whether educators are taking full advantage of these new modalities to reach and engage learners (p. 195).

Short et al propose the use of smartphones for “anytime, anywhere” teaching (p. 199). Orgill and Simpson offer a glossary of common terms in competency-based medical education to contribute to a shared understanding (p. 203).

Bar-on and Konopasek describe “Snippets” as an approach to overcome limited time and lack of relevant materials as barriers to faculty development (p. 207).

Savoy and Yunyongying suggest using emotional intelligence as an approach for targeting teaching approaches to the learning preferences and needs of different personality types (p. 211).

Two perspectives address the trend toward subspecialization. Sorensen discusses subspecialty training as a pathway toward added capabilities to benefit patients (p. 215), whereas Daniels and DiGiovanni highlight the need to address the proliferation of technology and therapies (p. 218).

Dunhill et al summarize the evidence for the effectiveness of motivational interviewing (MI) interventions, finding positive effects only for the use of MI skills and resident satisfaction (p. 222).

A review of residents as teachers (RAT) programs finds descriptions lack sufficient detail to permit replication, and outcomes were rarely assessed (Bree et al, p. 237).

Findings from the Educational Innovations Project Ambulatory Collaborative provide practical suggestions for internal medicine continuity clinic redesign (Francis et al, p. 249).

Shea and colleagues report that protected sleep for interns did not result in statistically or practically significant improvement in well-being or empathy (p. 256).

Simeonsson et al explore use of health services by pediatrics residents, finding that barriers to obtaining routine and acute care relate to the rigors of training (p. 264).

A randomized study of spaced education for pediatrics residents finds the approach well-accepted, but not effective (Mathes et al, p. 270). A commentary by Larsen recommends that educators try different approaches to spaced testing to find the best fit for their material (p. 349).

Tofil and colleagues assess scenario-based simulation, finding it improves decision-making skills, but gains do not transfer to clinical contexts (p. 275).

Lee and colleagues assess the formulae to convert COMLEX-USA Level 1 and USMLE Step 1 scores, emphasizing the limits of these conversions and differences between the 2 examinations (p. 280). A commentary discusses growth in the number of osteopathic graduates in allopathic residency programs (Schenarts and Melin, p. 351).

A study of the Quality Improvement (QI) Knowledge Application Tool highlights the tool's limitations for assessing the effectiveness of QI curricula (Glissmeyer et al, p. 284).

Two studies analyzed residency application in emergency medicine. Diab et al found applicants who did not waive their rights under the Family Educational Rights and Privacy Act had a higher chance of receiving an outstanding assessment than those who did (p. 292). Hegarty et al discuss common problems with the standardized letter of recommendation, and recommend training for faculty members who complete the document (p. 301). A commentary supports the standardized letter as a high-quality tool in the selection process (Martin and McNamara, p. 353).

Cayce and colleagues developed and tested a dermatology curriculum for internal medicine residents (p. 296).

Metheny identifies residents who are consistently late in completing documentation for patient care and administration and suggest that may be a marker for lack of professionalism (p. 307).

Providing care for recently resettled populations offers meaningful and readily replicable clinical opportunities for internal residents (MacNamara and colleagues, p. 310).

Ragel and colleagues describe a fully ACGME-compliant, 3-person, night float system for neurological surgery (p. 315).

Umoren et al describe hands-on learning experiences for trainees from developing nations as a step toward reciprocity in global health efforts (p. 320). A commentary suggests global health experiences should be assessed for ethical soundness and responsiveness to developing nations' needs (Morse, p. 347).

Brief reports include a study of a secure social media platform for resident reflection (Bernard et al, p. 326), internal medicine-pediatrics residents' reflections about autonomy (Mieczkowski et al, p. 330), use of an audience response system in didactic education (Stoneking et al, p. 335), applicants' perceptions of the use of simulation in residency selection (Cannon et al, p. 338), and use of really simple syndication (RSS) readers to aggregate web content for ready viewing by trainees (Jenssen et al, p. 341).

Mossanen and colleagues offer a practical approach to conflict management, using the Thomas-Kilmann Conflict Mode Instrument (p. 345).

Innovations in this inaugural set of New Ideas address faculty development for using narrative medicine; an approach for addressing ethics dilemmas; procedural training in family medicine; dance as learning experience; a leadership curriculum to close the gender gap; morbidity and mortality conference with an improvement focus; practical guidance for clinical competency committees; an ambulatory teaching clinic designed on the patient-centered medical home concept; audio recording to improve residents' clinical communications; a longitudinal mental health rotation for internal medicine residents; engagement of learners in selecting clinical outcome measures; a pathway for training in diagnostic radiology and nuclear medicine; use of practice data to improve ophthalmology resident performance on cataract surgeries; an experiential curriculum on child abuse; a curriculum to improve in-training examination scores; a clinical experience to prepare pediatrics residents for primary care practice; and preoperative “educational” time out for surgery residents.

Observations include an estimate for clinical revenue attributable to anesthesiology residents and commentaries on the Next Accreditation System and the Milestones for combined residency programs (beginning on p. 384).

Comments include 3 letters on Defining the Scholarly and Scholarship Common Program Requirements (Simpson et al, December2013) and the authors' response ( beginning on p. 388).

Lovell discusses bereavement and tasks intended to provide comfort (p. 393).

Rieselbach and colleagues propose a new model for organization and funding of ambulatory education for primary care general internists (p. 395). Holt et al report data on national resident numbers and specialty trends in accredited programs and the implications for the future supply of physicians (p. 399).