In 2013, the Accreditation Council for Graduate Medical E d u c a t i o n ( AC G M E ) a f f i r m e d i t s c o m m i t m e nt t o competency-based medical education and introduced semiannual, structured formative assessments using milestone assessments. 1 Milestone achievements inform but do not determine high-stakes summative decisions on resident promotion and readiness for independent practice. Yet, as training paradigms shift to objective and competency-based assessment, some have raised concerns that assessments may be subject to biases, such as sex bias. 2 In this issue of JAMA Surgery, Landau et al 3 address this concern in a cross-sectional analysis of trainee sex and ACGME milestone achievements. The study included the valuations of nearly 4500 surgery residents from 250 training programs, and trainees surpassed ACGME graduation targets, similar to findings reported by Kwasny et al. 4 There were no differences by sex in subcompetency evaluations at the intern level and most subcompetencies by the end of training. Even in instances in which female residents achieved lower scores in a subcompetency, the difference was small. Nevertheless, compared with male residents, female chief physicians were perceived as progressing more slowly across some subcompetencies, corresponding to differences of 1 to 2 months in training progression. With surgeon educators deliberating time-based vs competencybased training, it is apparent that strategies of resident assessment over the course of training must be further investigated and refined.