Junior surgical trainees are often told “see one, do one, teach one”; a traditional and prevailing apprenticeship-model of learning, dating back to Ancient Greece, Egypt and India. Aspiring surgeons gain invaluable experience initially from observation, to undertaking procedures and operations, to further refining skills from then teaching others. Supervision from seasoned surgeons forms the backbone of this approach. Often lauded as a historically sound and fundamental component of surgical education, the “see one, do one, teach one” has encountered limitations in modern practise. Rigourous legislature, predetermined competency assessments and the open-disclosure nature of medicine in the current era are starkly contrasts to ancient practises from which the original adage originated from. Performing procedures without sufficient experience, limited supervision or in inadequately resourced environments further compromise the practical applications of “see one, do one, teach one.” Hands-on learning remains an integral component of surgical training. Competency-based progression of skill has emerged in recent years to accompany the benefits “see, do and teach”. Simulation technology, formalised mentorship programs and experience-based assessments support a safer and standardised approach. Further developments include virtual-reality and robotic-based-learning. These advancements are integrating with the enduring elements of observation, practise and teaching. In doing so, surgical education boards are harnessing the advantages of hands-on experience with the medico-legal and patient-centric model of healthcare in the modern era. “See one, do plenty, teach when competent” emerges as the new backbone to surgical education