Background Simulation in surgical education is of growing interest across medical schools. Barriers to implementation include resources like infrastructure, materials, and physician time. Based on previous surgery clerkship feedback, we aimed to create a multicomponent didactic session for the surgery clerkship. Session goals included developing surgical skills and encouraging student participation in surgical care. We hypothesized that the session would be highly valued by medical students on their surgery clerkship. Methods Using simulation trainers provided by the Department of Surgery for resident and fellow education, a single two-hour hands-on didactic session of knot tying, fundamentals of laparoscopic surgery (FLS), and focused assessment with sonography for trauma (FAST) was created for third-year medical students during their surgery clerkship. Session facilitators included 3 attending surgeons, 3-4 residents, and 1 fourth-year medical student. Students were surveyed on their experience using a 5-point Likert scale, pick all that apply, and free responses. Likert scale perception decision was determined relative to weighted mean. Results Most respondents highly praised the didactic. Knot-tying respondents reported that it helped them appreciate that their skills had improved (81%, n=37) and that they needed more practice to become proficient (59.4%, n=37). FLS respondents recognized they needed more practice to become proficient (78.9%, n=19) and that practicing on a laparoscopic trainer could be helpful in their training (73.7%, n=19). FAST respondents reported that practicing ultrasound with peers was helpful (81%, n=38) and that they could incorporate ultrasound skills in their careers (75.8%, n=38). Regarding session takeaways, 75% of free responses noted that the experience offered an opportunity to practice and develop valuable practical skills (n=20). The most common free response feedback was that respondents wished to spend more time on FLS and FAST (39.1%) (n=23). Conclusion Under the leadership of surgical faculty and residents, the use of available training resources led to a highly valued didactic session by students. This highlights the potential utility of simulation in medical student surgical education. Two of six yearly clerkship cohorts have participated, and data collection is ongoing. Future investigations will explore how these sessions shape preparedness for surgical rotations, overall clerkship experience, and perception of surgeons.