Health professions educators are increasingly engaged in educational scholarship. Many times, a survey is suggested as a way to collect data for scholarly activities related to teaching, learner assessment, program evaluation, and research, to name just a few. However, survey design is both an art and a science, and poorly designed surveys are unlikely to provide credible data. In this blog post, I offer six principles to guide the design and development of high-quality surveys in health professions education, with the ultimate goal of helping readers design better surveys for collecting better data.