The paradigm of competency-based medical education, established by the WHO decades ago, emphasizes the need to evaluate skills in the workplace. In anesthesiology, the low frequency of critical situations such as difficult intubation or complicated ventilation poses an educational challenge. Simulation of these situations has proven useful in addressing this lack of exposure, providing feedback and allowing for repeated scenarios until learning objectives are achieved. However, the unequal distribution of simulation centers in Latin America creates disparities in competency acquisition, particularly in managing critical situations. This inequity could become a new determinant of health, affecting surgical outcomes and mortality, especially among pediatric populations and ethnic minorities.