The simulator model that was developed allows easy reproduction, since the materials used in the manufacture are easily accessible. The simulated teaching proposal, based on a prototype made with low-cost material, reached its objective of helping and guiding students on how to proceed in an emergency situation.
A variety of models with similar purposes were presented in the contemporary medical literature; the models differ in relation to the level of fidelity when compared to a human body [20,21,22]. Working on low-cost models favors the training of basic skills during undergraduate training in health sciences, a way to partially reduce costs, especially in developing countries [23,24].
According to the BLS course (American Heart Association) [13], an individual, who reaches 84% of correct answers in a similar questionnaire, is considered qualified. Of the 30 participants in this study, only three (10%) achieved performance above 84%. According to students' reports, the use of the simulator helped in the completion of the questionnaire after training (post-test). Researches show that courses that combine simulation with mannequins allow for better knowledge retention compared to a traditional class [25,26].
In general, students commented that the simplicity of the equipment provided the goal of learning easily. Thus, our study showed that skill training with low fidelity equipment in simulation is a valuable educational approach to learning complex processes. Regarding the cost, the prototype proved to be significantly cheaper compared to the market average. Simulators for the same purpose range from 160 to 290$ [19,26]. In a study by Drummond et al (2016) [25], the authors concluded that knowledge retention was better among students who participated in the simulation than among those who participated in the traditional lecture. The course produced variable results in terms of skills - the transfer of knowledge to practice is a difficulty reported by doctors, and simulation can help in the learning process.
This study has some major limitations. We were not able to study the effects of other methods of learning such as within-group learning, computer-assisted learning, and self-study learning. The assessment consisted of a questionnaire and thus, the effects of the model on the ability to correctly perform BLS maneuvers could not be assessed.