One year ago, the Accreditation Council for Graduate Medical Education (ACGME) imposed new resident duty hour regulations that particularly affect the most junior postgraduate learners.1 These requirements focus on enhanced supervision and oversight, and limit postgraduate year (PGY-1) residents to 16 hours of continuous duty. We expect data to emerge soon regarding the impact of the second round of duty hour reform on patient care outcomes. However, two articles in this issue of JGIM focus on the urgent need for medical educators to measure the nature and quality of resident learning and patient care activities in the context of reduced resident duty hours.
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