“…Essential components that are prerequisite for establishing a simulation-based learning curriculum include having appropriate infrastructure, protected time for both trainees and teachers, regular simulation participation distributed over time, and a validated method to monitor performance (McGaghie et al, 2011;Gardner et al, 2015;Andersen et al, 2018). Simulation technology has been applied in many surgical disciplines as an adjunct to clinical training, using a variety of component task trainers, animal tissue-based simulators, and computer-aided simulation models (Friedl et al, 2002;Gallagher et al, 2004;Aggarwal et al, 2006;Chu et al, 2012;Trehan et al, 2014;Liu et al, 2015;Valdis et al, 2015Valdis et al, , 2016Mafeld et al, 2017;Korzeniowski et al, 2018;Ruikar et al, 2018;Patel et al, 2019). Cadaveric simulation has likewise been utilized in several non-thoracic specialties, with varying degrees of sophistication, whole body or component parts, and on occasion in combination with another model (Jackson et al, 2003;Güvençer et al, 2007;Ghanem et al, 2013;Carey et al, 2014;Ahmed et al, 2015;Benet et al, 2015;Egle et al, 2015;Camp et al, 2016;Sharma et al, 2016;Burns et al, 2017;Robinson et al, 2017;Willaert et al, 2018;Yiasemidou et al, 2018;Zada et al, 2018).…”