The aviation industry has weathered decades of safety challenges using a rigorous curriculum called simulation-based training or SBT. This method has been adapted kinase inhibitor U0126 for anesthesiology as well as other high-risk fields such as nuclear power, the military, and various medical fields including emergency and trauma medicine, intensive care, and cardiac arrest response teams [12, 13].In order to maximize training safety and to minimize risk, aviation trainers have enhanced flight professionals’ skills using crew resource management (CRM), a simulation-based training module designed for aviation crew members [14]. Instances of CRM simulators include virtual cockpit simulators and virtual reality parachute flight simulators that prepare smoke jumpers for forest fires [15].

It is interesting to note that the aviation industry as a whole moved from a safety rating of ��risky�� in the late 1950s to one of ��safer�� in a span of only several years. The robust safety improvements can be owed to increased aircraft reliability and a higher standard for training by means of simulation [14]. As a result of safety improvements, SBT is mandated and culturally accepted by pilots and pilots in training as a reliable and trustworthy educational tool [10].The field of anesthesiology began using anesthesia crisis resource management (ACRM), a semblance of the aviation industry’s crisis resource management (CRM) for emergency scenarios in the 1980s [16]. CRM is the epitome of simulation training in aviation. Its emphasis is decision-making and teamwork.

The basis of the training is simulated crisis scenarios that are videotaped and then watched by team facilitators and participants in an comprehensive debriefing session [12].4. Who to Blame: Human Error or System Malfunction?Current lapses in care are influenced by many factors; a lack of emergency procedures and a missing system of training for nontechnical skills are among them [12]. Nontechnical skills, such as communication and teamwork, can be difficult to attain in real-life settings. In apprenticeship training, events are unpredictable and students spend much of this time as passive observers.Additionally, practitioners often are unable and do not exemplify integration of technical and nontechnical skills, likely because they have not been taught themselves.

Solutions are within reach and can be found in tasks such as creating an emergency procedure manual, developing a theory of dynamic decision-making for complexity, and using simulation crisis training in a safe environment with instructional feedback as a complement to current Entinostat curriculums. When used as a complement to current teaching methods, a combination of SBT with classroom teaching offers the most viable solution to current gaps in medical education [12, 17].