Given demands on resident time, it is critical that formal didactic curricula for general surgery residents be effective and efficient.1 General surgery residents are required to master a vast amount of material while also providing safe clinical care, conducting research, and serving as educators to medical students and junior residents.2 In the past ten years, work-hour restrictions, recognition of new non-clinical knowledge gaps, medicolegal regulations, and an evolving emphasis on resident well-being have brought new time demands to surgical training.3 In response, various programs have implemented protected block curricula to cover the Surgical Council on Resident Education (SCORE) curriculum, an outline of topics that should be covered in a five-year general surgery residency program.4 However, clinical duties often preclude full resident participation even in the setting of protected sessions. Within the near-peer learning framework, near-peer teachers are likely to develop an increased sense of responsibility to ensure their own competence in order to effectively teach their peers.6 To improve general surgery resident foundational surgical knowledge, we designed a supplemental, longitudinal, two-year, junior resident near-peer learning group with optional participation. ...the didactic format was challenging in attempting to cover too much material.