Background <p>Simulation is an established pedagogy in surgical education, particularly for surgical technical skills (STS). Bibliometric analyses have explored overall research in simulation-based surgical education; however, scientific influence and characteristics of the most impactful research in the field remain underexplored. To address this deficiency, we performed a bibliometric analysis of the top 100 most-cited articles in simulation-based education (SBE) for STS.</p> Methods <p>The 100 most-cited articles in SBE for STS were identified using a defined search strategy on Scopus. Key data, such as the total citations, publication year, country of origin, genders of the first and last authors, institutional affiliation, funding support, open access (OA) status, and journal impact factor (IF), were extracted, and citation index was calculated. Correlations were assessed between total citations and funding support, OA status, journal IF; and between genders of first and last authors.</p> Results <p>The analyzed articles spanned the years 1997–2020. The greatest number of most-cited articles in our list were published from 2005 to 2008 (n = 26). All 100 studies were published in a variety of surgical and non-surgical journals. Only one out of the top 10 authors was female, and a greater tendency of the first authors to collaborate with male senior authors was seen (<i>p</i> &lt; 0.0001). Funded studies tended to be cited more frequently than non-funded ones (<i>p</i> = 0.016).</p> Conclusion <p>This study carves out the landscape of top-cited research in SBE for STS, with lasting influence of foundational studies and the transformative potential of interdisciplinary collaborations. More importantly, there is a persistent gender gap in authorship as a major feature of this landscape, highlighting the crucial need for inclusive efforts to overcome these disparities in order to advance SBE for STS.</p>