Resident education in surgery has traditionally occurred mostly in the operating room, with learners gradually taking on more responsibility as they progress. With the advent of new technologies (e.g. virtual reality, 3D printing) and new pedagogical philosophies (e.g. competency-based education), there is potential for surgical education to be supplemented and improved beyond the walls of the operating room. In this study, the authors used Cognitive Task Analysis to develop an open access online learning module which residents then used to learn direct anterior approach total hip arthroplasty (DAA THA). These residents were compared to others who received standard education. The outcomes were speed and accuracy on a virtual reality DAA THA procedure. Participants in the Cognitive Task Analysis group performed the procedure significantly faster with fewer prompts and errors, and placed their components more accurately. Nearly all residents felt the tool was useful in their learning.