Simulation has become a crucial component of surgical education and practice. Not only has simulation been widely integrated into surgical training curricula,1,2 but the impact of simulation-based education (SBE) on surgeon performance has been widely documented. For example, SBE has been linked to actual performance in the operating room.3 Compelling findings such as these have inspired a significant increase in the quantity of SBE use although its quality remains highly variable. Increased emphasis on study design and optimizing simulation research methodologies are necessary to maximize the impact of simulation鈥攂esides practice-based learning鈥攐n surgical training and personal learning curve.