2.3.7 The FAA Safety Team (FAASTeam). Because GA PDs comprise the greatest percent of all runway incursions, the FAA has increased its outreach efforts through its Flight Standards FAASTeam program. The FAASTeam program provides outreach to GA pilots on topics concerning aviation safety. For example, the FAASTeam addresses local runway safety issues by posting hot spot charts, runway safety bulletins, runway safety event notices, and other materials on its website, https://www.faasafety.gov/.
Additionally, the FAASTeam also provides web-based training. Pilots and flight instructors should become familiar with all FAASTeam resources to learn more about runway incursions.
2.3.8 FAA Recommendations. GA runway incursions are too common. Sometimes they result in tragedy. Pilots and flight instructors need to 1) understand the root causes of runway incursions, 2) be aware of industry best practices to mitigate runway incursions, and
3) integrate the steps described above into effective set procedures to avoid runway incursions. In addition, GA pilots should apply this information to their personal currency programs. Flight instructors should apply runway incursion avoidance strategies in their training and pilot evaluation plans of action. You can find additional runway incursion information and mitigation resources at https://www.faa.gov/airports/runway_safety/.
2.4 Flight Instructor Responsibility and Safety Culture. The only contact that many pilots may have with an aviation authority is through their instructors. Flight instructors are professionals who play a vital role in ensuring aviation safety. Consequently, flight instructors are the cornerstone of aviation safety. They mentor pilot safety practices as they mitigate aviation accidents by providing pilot flight training and conducting pilot evaluations. In other words, flight instructors bear a responsibility to produce and sustain the safest pilots possible.
2.4.1 Mentoring Competency. A flight instructor’s actions influence the GA safety culture.
The FAA expects all flight instructors to adhere to the highest training standards and safety practices. Flight instructors should be fully qualified in every role they perform.
For example, and as discussed further in paragraph 4.2.5, the flight instructor should be qualified in each specific aircraft M/M in which they provide instruction. For this reason, flight instructors should consider their personal qualifications prior to accepting any instructional or pilot evaluation role. This is an important consideration for conducting a flight review, IPC, or specialized flight training, such as transition training in a specific TAA. If a flight instructor is not proficient in an aircraft or specialized field of instruction, the flight instructor should always be honest and decline to provide flight training or a pilot evaluation in an unfamiliar aircraft or role. As an alternative, the flight instructor should assist the pilot in finding an experienced flight instructor who is qualified to fill the flight instructor role in the specialized aircraft or field of interest.
The FAA’s optional Best Practices for Mentoring in Flight Instruction provides additional tips for aviation mentors. You can find this publication at https://www.faa.gov/training_testing/training/media/mentoring_best_practices.pdf.
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2.4.2 FAA/Industry Safety Recommendations. Flight instructors are required to be knowledgeable and up-to-date on issues critical to aviation safety. Government/industry safety recommendations help flight instructors meet this responsibility. GAJSC findings and recommendations, NTSB safety reports, and the Aircraft Owners and Pilots Association’s (AOPA) Air Safety Institute’s Joseph T. Nall Reports all provide critical safety information. Flight instructors should incorporate this information into the training they provide. Utilizing and disseminating this critical information when promoting personal currency programs, providing effective flight reviews, and conducting IPCs helps to build a positive safety culture that can reduce GA accidents.
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CHAPTER 3. RECENT FLIGHT EXPERIENCE
3.1 Recent General Experience. Title 14 CFR Part 61, § 61.57(a), General Experience, and (b), Night Takeoff and Landing Experience, specify the minimum requirements for recent flight experience, specifically takeoffs and landings, in each category and class of aircraft in order to act as pilot in command (PIC) of an aircraft carrying passengers.
3.1.1 Requirements Specified in § 61.57(a) and (b). Pilots should regard these requirements as minimums that should be modified to address factors such as overall pilot experience, different operating environments, complexity of the facilities used, and variations in makes and models (M/M) of aircraft within specific categories and classes.
For example, a pilot may meet recent flight experience in a given M/M of aircraft but may have operated only in light or moderate wind conditions at airports with long runways. The pilot should consider acquiring additional takeoff and landing experience in stronger wind conditions or at airports with short runways before acting as PIC of an aircraft carrying passengers in similar conditions. Under some circumstances, the change in the customary operating environment may be great enough that the pilot should seek flight instruction before attempting solo operations.
3.1.2 Night Currency Requirements. Night currency requirements deserve additional consideration. The night experience of most pilots represents only a small portion of their total flight time. The impact of marginal weather conditions on night operations is so significant that pilots should evaluate their own need for both increased proficiency and additional planning when contemplating flights under marginal conditions at night.
3.1.3 Obtaining Currency for Each Make and Model (M/M). Special considerations apply when pilots operate aircraft M/Ms they do not customarily fly. Analysis of accident data has shown that accident rates increase for pilots with little or no time in aircraft type flown. Section 61.31 specifies additional requirements that apply to operating aircraft
(e.g., tailwheel, complex, high-performance, turbine, or large aircraft) that may require a type rating, specific training endorsement, authorization, and/or additional experience requirements for that aircraft or operation. For non-high-performance small aircraft, the basic currency requirements of § 61.57(a) and (b) apply only to category and class.
For example, a pilot who meets the requirements in a Cessna 152 would also meet the requirements in a Cessna 172. However, the FAA recommends that pilots attain currency in each separate M/M before conducting passenger-carrying operations. This currency should include familiarity with the pilot’s operating handbook (POH), the Airplane Flight Manual (AFM), and/or any other available information on that aircraft. The FAA recommends that all pilots obtain a comprehensive checkout in each M/M aircraft from an appropriately rated flight instructor. Airmen are encouraged to search for aircraft “clubs” for information and familiarization on specific M/Ms. AC 90-109, Transition to Unfamiliar Aircraft, provides additional information and guidance pertaining to transition to experimental and/or unfamiliar airplanes.
Note: Considerations regarding basic currency apply not only to single-engine land airplanes but to other categories and classes of aircraft, including multiengine aircraft, seaplanes, gliders, helicopters, gyroplanes, and free balloons.
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3.2 Recent Instrument Flight Rules (IFR) Experience. When conducted in accordance with § 61.57(c) and as qualified and approved by the Administrator, pilots may perform the six required approaches, holding procedures and tasks, and intercepting and tracking courses through the use of navigational electronic systems (all aircraft except gliders) in an FAA-qualified full flight simulator (FFS) or flight training device (FTD).
Furthermore, this instrument experience must be accomplished in a program approved by the Administrator (§ 61.4). An FAA-approved Aviation Training Device (ATD) may be used (refer to AC 61-136, FAA Approval of Aviation Training Devices and Their Use for Training and Experience) to accomplish instrument currency as specified in the FAA letter of authorization (LOA) provided for each ATD model.
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CHAPTER 4. FLIGHT REVIEW
4.1 Intent and Structure of the Flight Review.
4.1.1 Intent of Flight Review. The purpose of the flight review required by 14 CFR part 61, § 61.56 is to provide for a regular evaluation of pilot skills and aeronautical knowledge.
Consequently, a flight review is a routine evaluation of a pilot’s ability to conduct safe flight. In effect, it is a proficiency-based exercise in which the airman is required to demonstrate the safe exercise of the privileges of his or her pilot certificate. The flight instructor should be aware that the flight review is not a test or checkride, but rather a training event in which proficiency is evaluated. Section 61.56 states that the review must consist of a minimum of 1 hour of ground training and a minimum of 1 hour of flight training, except as provided for in § 61.56(b), (d), and (e). However, all flight instructors should fully understand that § 61.56(a)(2) requires the instructor to conduct “a review of those maneuvers and procedures that, at the discretion of the person giving the review, are necessary for the pilot to demonstrate the safe exercise of the privileges of the pilot certificate.” If the pilot does not demonstrate the proficiency to conduct safe flight, then more training is required. For this reason, the FAA reminds flight instructors that a flight review may require more than 1 hour of ground training and 1 hour of flight training. Since satisfactory completion of a flight review is based on pilot proficiency, it is up to the instructional service provider to determine what type of instruction is required and how much additional training time, if any, is required to ensure that the pilot has the necessary knowledge and skills to conduct safe flight operations. While flight instructors are encouraged to manage the expectations of the pilot under review and discuss the outline of the flight review with the pilot, it is the flight instructor that ultimately determines the total training time required for a flight review.
4.1.2 Structure of Flight Review. For the reasons previously discussed, a flight instructor should not develop a flight review plan of action based on regulatory minimums. Instead, a flight instructor should develop a plan based on achieving a flight proficiency and knowledge level that meets regulatory requirements. Section 61.56 states that a flight review must include a review of the current general operating and flight rules of 14 CFR part 91. It also states that a person conducting the review has the discretion to determine the maneuvers and procedures necessary for the pilot under review to demonstrate “safe exercise of the privileges of the pilot certificate.” With the increasing complexity of the aviation operating environment, flight instructors are encouraged to structure the flight review and develop a plan of action that is specific to the needs of the pilot under review.
The FAA has provided the following recommended guidance in this section to help flight instructors develop a plan of action for an effective flight review.
Note: The Private Pilot Airman Certification Standards (ACS) (FAA-S-ACS-6) and the Commercial Pilot ACS (FAA-S-ACS-7) have replaced the corresponding practical test standards (PTS) for airplane applicants. Applicants in other categories should continue to use the current version of the appropriate PTS.
Instructors should always check the FAA website’s Airman Testing page to ensure use of the most current versions of the ACS/PTS at https://www.faa.gov/training_testing/testing/.
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4.1.2.1 Accomplishing a Flight Review. Under § 61.56(c) no person may act as pilot in command (PIC) of an aircraft, except as provided in § 61.56(d), (e), and (g), unless within the preceding 24 calendar-months that person has accomplished a satisfactory flight review in an aircraft for which that pilot is appropriately rated. An authorized instructor or other person approved by the Administrator must conduct the flight review.
4.1.2.2 Completing the FAA Pilot Proficiency Program (WINGS) (One or More Phases). Under § 61.56(e), a person who has satisfactorily completed one or more phases of the FAA-sponsored WINGS within the preceding 24 calendar-months does not need to accomplish the flight review requirements of this section. AC 61-91, WINGS—Pilot Proficiency Program, describes how flight instructors should encourage pilots to participate in WINGS.
4.1.2.3 Completing Proficiency Checks and Ratings.
4.1.2.3.1 Pilots and flight instructors should be aware that, under § 61.56(d), there is no requirement for pilots who have completed certain proficiency checks and ratings within the preceding 24 calendar-months to accomplish a separate flight review. These accomplishments include satisfactory completion of pilot proficiency checks conducted by the FAA, an approved pilot check airman, a Designated Pilot Examiner (DPE), or one of the U.S. Armed Forces for a pilot certificate, rating, or operating privilege.
Note: Effective November 15, 2013, a change to § 61.56(d) permits an airman who passes a practical test for issuance of a flight instructor certificate, a practical test for the addition of a rating to a flight instructor certificate, a practical test for renewal of a flight instructor certificate, or a practical test for the reinstatement of a flight instructor certificate, to meet the 24-calendar-month flight review requirements.
Refer to Federal Register (FR) Docket No. FAA-2013-0780, Amdt. No. 61-131 at https://www.gpo.gov/fdsys/pkg/FR-2013-09- 16/pdf/2013-22485.pdf.
4.1.2.3.2 However, the FAA recommends that pilots consider also accomplishing a review under some of the following circumstances. For example, a pilot with an Airplane Single-Engine Land (ASEL) rating may have recently obtained a glider rating, but may still wish to consider obtaining a flight review in a single-engine airplane if the appropriate 24-calendar-month period has nearly expired. When approached by pilots seeking advice on such matters, flight instructors should consider the factors described in the following paragraphs.
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4.2 Pre-Review Considerations. Before undertaking the review, the flight instructor should interview the pilot to determine the nature of his or her flying and operating requirements. Elements to consider should include, but not be limited to, the following areas:
4.2.1 Type of Equipment Flown.
4.2.1.1 Section 61.56(c)(1) states that to act as a PIC, a pilot must accomplish a flight review in an aircraft for which that pilot is rated. A pilot might hold multiple ratings. In such cases, the pilot may take a flight review in any one of the aircraft for which he or she holds a rating or operating privilege, and he or she will have met the regulatory requirement for all aircraft for which he or she holds a certificate and/or rating. For example, a pilot who holds a private pilot certificate with an ASEL rating and a commercial balloon certificate may take a flight review in either aircraft and will have met the requirements of the rule for both. However, a pilot may not take a flight review in an aircraft for which he or she does not hold a rating or operating privilege. For example, that same ASEL-rated pilot may not take a flight review in a Multiengine Land (MEL) airplane if he or she does not hold an MEL airplane rating. A pilot who holds only a sport pilot certificate may only take a flight review in a light-sport aircraft for which he or she holds an operational privilege. For example, a sport pilot who holds airplane privileges could not take the flight review in a Cessna 172, because that airplane is not a light-sport airplane and he or she does not hold operating privileges for that airplane.
4.2.1.2 The reviewed maneuvers and procedures will vary depending on the category, class, and make and model (M/M) of the aircraft used. For example, a review in a light multiengine aircraft will be different from one conducted in a small, two-seat tailwheel aircraft that utilizes limited instrumentation. The flight instructor may wish to recommend that the pilot complete the review in the aircraft most commonly flown, or in a more complex M/M if he or she regularly flies several aircraft. The flight instructor may also wish to recommend that the pilot take a review in more than one category/class of aircraft under certain circumstances. For example, a pilot with ASEL and glider ratings may have flown only gliders in the last 2 years but is also contemplating flying single-engine airplanes in the near future. If a pilot who requests a review only in the glider approaches a flight instructor, the flight instructor may wish to recommend an additional review by a qualified person in a single-engine airplane before the pilot acts as PIC of a single-engine airplane.
4.2.2 Nature of Flight Operations. The flight instructor should consider the type of flying usually done by the pilot before establishing a plan of action for conducting the review.
For example, a pilot conducting long-distance flights between busy terminal areas may need a different review than a pilot who usually flies in the local area from the same airport. The flight instructor should consider the need for an indepth review of certain subjects or procedures if the type of flight operations is likely to change, or if other 4-3
extenuating circumstances exist. For example, a pilot who normally conducts only local flight operations may plan to begin flying to a location with Class B Airspace. Another pilot may only operate a two-seat aircraft without radio but will operate in close proximity to Class B Airspace. In both cases, the flight instructor should include Class B Airspace operating requirements and procedures in the flight review. This review should also include pertinent revisions to operational regulations to ensure that the pilot has full knowledge of these changes.
4.2.3 Amount and Recency of Flight Experience. The flight instructor should review the pilot’s logbook to determine total flight time, time in type, and recency of experience in order to evaluate the need for particular maneuvers and procedures in the review. For example, a pilot who has not flown in several years may require an extensive review of basic maneuvers from the PTS or ACS appropriate to that pilot’s certificate level. The same pilot may also require a more extensive review of part 91, including changes in airspace and other requirements. Another pilot who is transitioning to a newer, faster, or technically advanced aircraft (TAA) should receive more emphasis on knowledge of aircraft systems and performance, or in cross-country procedures appropriate to a faster airplane. Regardless of flight experience, the flight instructor should ensure that the review plan of action includes all areas in which he or she determines the pilot should receive training in order to operate safely. In some cases, the flight instructor may wish to recommend that the pilot accomplish a complete refresher program.
4.2.4 Agreement on the Conduct of the Review. After completing the above analysis, the flight instructor should review these considerations with the pilot and reach an understanding regarding how he or she will conduct the review. The flight instructor should also review the criteria for satisfactory completion of the review with the pilot. The flight instructor may wish to provide the pilot with reading materials or recommend publications for study before actually undertaking the flight review. For example, the FAA Safety Team (FAASTeam) provides many free online “Wings Courses for Pilots,” which includes a free online flight review preparation course, ALC-25, Flight Review Prep Guide.
You can find this course at https://www.faasafety.gov/gslac/ALC/course_catalog.aspx.
4.2.5 Instructor Qualifications. Instructors should also consider their own experience and qualifications in a given M/M aircraft prior to giving a review in that model. The flight instructor conducting a flight review must hold a category, class, and (if appropriate) type rating on his or her pilot certificate. Also, the instructor must have a category and class rating on his or her flight instructor certificate or a sport instructor privilege in his or her logbook appropriate to the aircraft in which he or she conducts the review. To conduct a flight review in a multiengine airplane, the instructor must hold an airplane multiengine rating on his or her pilot and flight instructor certificate. For aircraft in which the flight instructor is not current or with which he or she is not familiar, he or she should obtain recent flight experience or sufficient knowledge of aircraft limitations, characteristics, and performance before conducting the review. In any case, the flight instructor must observe the rating limitations of § 61.195.
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4.3 Planning and Recording the Review. In addition to considering the information in this chapter and Appendices D through F of this AC, a flight instructor may elect to use the FAA’s online guidance, Conducting an Effective Flight Review, available at https://www.faa.gov/pilots/training to prepare, conduct, and document the flight review.
After reaching an agreement on how the flight instructor will conduct the review, he or she should prepare a plan of action for completing the review. The plan of action should include a list of regulatory subjects that the flight instructor will cover, the maneuvers and procedures that the pilot will need to accomplish, the anticipated sequence in which the segments will occur, and the location where the flight instructor will perform the review. You can find a suggested flight review plan of action format in Appendix D.
Although not required by § 61.189, the flight instructor may wish to retain this plan of action (job aid) for an appropriate period as a record of the scope and content of the flight review. Additionally, the flight instructor may wish to submit an FAA Form 8710-1, Airman Certificate and/or Rating Application, to AFB-720. When submitted, AFB-720 will add the application to the pilot’s record (see paragraph 1.10.2).
4.3.1 Review of Part 91 Operating and Flight Rules. The flight instructor should tailor the review of general operating and flight rules to the needs of the pilot under review.
The objective is to ensure that the pilot can comply with all regulatory requirements and operate safely in various types of airspace under an appropriate range of weather conditions. As a result, the flight instructor should conduct a review that is broad enough to meet this objective, yet provide a more comprehensive review in those areas in which the pilot’s knowledge is weaker. In the latter instance, the flight instructor may wish to employ a variety of references/sources, such as the Aeronautical Information Manual (AIM), to ensure that the pilot’s knowledge meets current standards.
4.3.2 Pilot Deviations (PD). The occurrence of incidents and PDs has emphasized the need to ensure that all pilots receive adequate briefing on PD avoidance awareness. PDs are broadly categorized as airborne or ground. Airborne PDs include altitude and heading deviations and airspace violations. Ground PDs include runway incursions and any other unauthorized operation in the movement areas of an airport (see paragraph 2.3 for more information). Pilots should be familiar with all types of airspace, ground operating procedures, and best practices to avoid potential PDs. The flight review may be the only regular proficiency and recurrency training experienced by some pilots. Therefore, flight instructors should place appropriate emphasis on this part of the review.
4.3.3 Automation Competency. Occurrences of incidents and accidents due to a pilot’s lack of proficiency with aircraft automation have emphasized the need to ensure that all pilots are fully competent with the automated systems equipped in the aircraft flown.
Automation competency is the pilot’s ability to understand and operate a given aircraft’s automated systems. The flight instructor should consider the type of automation the pilot regularly uses before establishing the plan of action for conducting his or her flight review. When conducting the check in an aircraft with automation, the instructor should evaluate the pilot’s automation competency. Pilots transitioning to TAA should receive specialized transition training from a qualified flight instructor with experience with the specific equipment used.
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4.3.4 Angle of Attack (AOA) Systems. The FAA, along with the General Aviation Joint Steering Committee (GAJSC), is promoting AOA systems as one of the many safety initiatives aimed at reducing the General Aviation (GA) accident rate. AOA indicators will specifically target loss of control (LOC) accidents. LOC is the number one root cause of fatalities in GA. More than 25 percent of GA fatal accidents occur during the maneuvering phase of flight. Of those accidents, half involve stall/spin scenarios.
Technology such as AOA indicators can have a tremendous impact on reversing this trend and are increasingly affordable for GA airplanes. During the flight review, if the airplane is equipped with an AOA indicator, the flight instructor should evaluate its use and correct interpretation of cues gained by referencing the AOA indicator by the pilot receiving the flight review. If the airplane is not equipped with an AOA indicator, the flight instructor should emphasize the importance of this item and evaluate the pilot’s general knowledge of aerodynamic principles relating to AOA.
4.3.5 Review of Maneuvers and Procedures.
4.3.5.1 The maneuvers and procedures covered during the review are those that, in the opinion of the flight instructor conducting the review, are necessary for the pilot to perform to demonstrate that he or she can safely exercise the privileges of his or her pilot certificate. Accordingly, the flight instructor should evaluate the pilot’s skills and knowledge to the extent necessary to ensure that he or she can safely operate within regulatory requirements throughout a wide range of conditions. The flight instructor should always include abnormal and emergency procedures applicable to the aircraft flown in the flight review. For a satisfactory flight review, the pilot should be able to perform all maneuvers in accordance with the ACS or PTS, as applicable, for the pilot certificate that he or she holds. Therefore, the FAA encourages the use of ACS/PTS during flight reviews.
4.3.5.2 The flight instructor may wish to prepare a preliminary plan of action for the flight review based on an interview or other assessment of the pilot’s qualifications and skills. See Appendix D for suggested interview questions.
Appendix D provides a sample flight instructor flight review checklist.
The flight instructor should outline a sequence of maneuvers to the pilot taking the review. For example, this may include a cross-country flight to another airport with maneuvers accomplished while en route. It could also include a period of simulated instrument flight time. The flight instructor should request that the pilot conduct whatever preflight preparation is necessary to complete the planned flight. This preparation should include all items required in part 91, § 91.103, such as checking weather, calculating required runway lengths, calculating Weight and Balance (W&B), completing a flight log, filing a flight plan, and conducting the preflight inspection.
4.3.5.3 Before beginning the flight portion of the review, the flight instructor should discuss various operational areas with the pilot. This oral review should include, but not be limited to, areas such as aircraft systems, speeds, performance, meteorological and other hazards (e.g., wind shear and wake 4-6
turbulence), operations in controlled airspace, and abnormal and emergency procedures. The emphasis during this discussion should be on practical knowledge of recommended procedures and regulatory requirements.
4.3.5.4 Regardless of the pilot’s experience, the flight instructor should review at least those maneuvers considered critical to safe flight, such as:
• Takeoffs;
• Stabilized approaches to landings;
• Slow flight;
• Stall recognition, stalls, and stall recovery;
• Spin recognition and avoidance;
• Recovery from unusual attitudes; and
• Operating the aircraft by sole reference to instruments under actual or simulated conditions.
4.3.5.5 Based on his or her in-flight assessment of the pilot’s skills, the flight instructor may wish to add other maneuvers from the PTS/ACS appropriate to the pilot’s grade of certificate. Appendix D includes a recommended job aid (flight review checklist), including a list of suggested maneuvers. The FAA does not intend this list to be all-inclusive, nor does it limit a flight instructor’s discretion in selecting other appropriate maneuvers and procedures. To the greatest possible extent, the flight instructor should organize and sequence the selected maneuvers in a realistic scenario appropriate to the kind of flying normally done by the pilot.
4.3.5.6 The role of the flight instructor during the review is to provide an evaluation.
However, the instructor is not limited to this role and may provide specific instruction to an airman on any areas the instructor notes as being weak. This additional instruction does not preclude the pilot’s successful completion of the review as long as the deficiencies are corrected. If the additional instruction does not correct the deficiencies, and/or it becomes apparent to the instructor that additional flights will be necessary, the flight instructor should discuss the situation with the pilot and proceed accordingly.
4.4 Postreview Considerations. Upon completion of the review, the flight instructor should complete the summary and evaluation portion of the flight review checklist (if used) and debrief the pilot. Whether or not the review was satisfactory, the flight instructor should provide the pilot with a comprehensive analysis of his or her performance, including suggestions for improving any weak areas. FAA-H-8083-9, Aviation Instructor’s Handbook, chapter 5, provides specific suggestions for conducting the postflight evaluation discussion as a “collaborative critique.”
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4.4.1 Unsatisfactory Completion of the Review. The FAA does not intend the flight review to be a checkride. If the review is not satisfactory, the flight instructor should log the flight as “dual instruction given” and not as a “failure.” If the pilot does not perform well enough for the flight instructor to endorse him or her for satisfactory completion of the flight review, the instructor should use the applicable ACS or PTS as the objective standard to discuss areas needing improvement, as well as areas where the pilot performed well. In this case, the flight instructor should offer a practical course of action—ground training, flight training, or both—to help the pilot under review to return to proficiency standards. The flight instructor should then recommend additional training in the areas of the review that were unsatisfactory. A pilot who does not receive an endorsement for a satisfactory flight review may continue to exercise the privileges of his or her certificate, provided that a period of 24 calendar-months has not elapsed since the pilot completed at least one of the requirements that satisfies the flight review event as specified in § 61.56. However, a pilot may not act as PIC of an aircraft if that pilot’s flight review has elapsed.
4.4.2 Satisfactory Completion of the Review. When the applicant has successfully completed the review, the flight instructor should endorse the pilot’s logbook to certify that the pilot has satisfactorily accomplished the flight review. The flight instructor should make the endorsement for a satisfactory review in accordance with AC 61-65, Certification: Pilots and Flight and Ground Instructors. The flight and ground time must also be logged in the pilot’s logbook in accordance with § 61.51(a)(1).
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