Over the past 2 decades, surgical education literature has seen tremendous growth driven by changes in graduate medical education, such as work hour restrictions, a focus on competency-based education, the incorporation of simulation, and proper assessment. Some authors have criticized the quality of education research and indicated a need for improvement.¹ Quality issues have been attributed to decreased funding for education research, limiting the ability to conduct rigorous, multicenter trials.² The objective of this article is to describe common methodological flaws in surgical education research to help prospective authors avoid errors and to help reviewers better recognize them (Box).