Modern surgical education is evolving with changes in the academic environment. Surgeons, surgical educators, and administrative associations need to know what to teach, how to do it, and whether it has succeeded. Whereas surgeons have many tools to help them to see what is needed for better patient care and to measure patient progress, surgical education is just beginning to develop techniques of interpreting the needs of students and to assess outcomes of learning in their practice1,2. The absence of surgical education assessment techniques has made it necessary to guess what is needed to improve education. We have estimated the success or failure of teaching by attempting to score faculty performance rather than on obtaining more valid data. This has led surgical educators to use mistaken assumptions based on their personal experience or reasoning without evidence3. Surgical education should be based on needs assessment, efficient program planning, and a strong curriculum. The motivation of learners should be high, and the learners’ needs should be met. This is dependent on measurable outcomes with objective data demonstrating knowledge acquisition that meets the needs of surgical learners4. In the last ten years, the providers of educational resources—governments, training boards, charitable foundations, and commercial companies—have been increasingly interested in whether surgical education, as it is delivered, has had a measurable effect5-7. Through a series of pilot-tested steps, we developed a set of instruments, providing insights into the effectiveness of surgical education in the field of orthopaedic trauma. We termed the instrument the Learning Assessment Toolkit. It was developed to supplement the judgment of surgical educators before and after a teaching event with real evidence of need, motivation, and outcomes of educational programs in orthopaedic trauma surgery. The primary goal of this report …