Improved Paediatric Procedural Competence and Knowledge After Training Using a Newborn Piglet Model

TY - JOUR

T1 - Improved Paediatric Procedural Competence and Knowledge After Training Using a Newborn Piglet Model

AU - Kyng, Kasper Jacobsen

AU - Møller, Anna Holst

AU - Skajaa, Torjus

AU - Kerrn-Jespersen, Sigrid

AU - Bennedsgaard, Kristine

AU - Rubak, Sune

AU - Kaae, Rikke

AU - Henriksen, Tine Brink

N1 - © 2025 The Author(s). Acta Paediatrica published by John Wiley & Sons Ltd on behalf of Foundation Acta Paediatrica.

PY - 2026/1

Y1 - 2026/1

N2 - AIM: Training complex paediatric procedural skills is essential for patient safety. Clinical learning opportunities are rare, and a live model offers realistic tissue with a dynamic physiology. We aimed to develop and evaluate a procedural skills course using a newborn piglet model for trainees in paediatrics.METHODS: We designed four modules with learning goals, procedural checklists and learning outcome assessment. Eight courses were held including 23 junior trainee doctors, 34 experienced trainees and four neonatal specialist doctors.RESULTS: Most procedures were successfully completed by all trainees. Mean multiple-choice test scores improved 36% (95% confidence interval [CI] 31-41) after the intervention. Self-rated competence improved 78% in junior and 65% in experienced trainees (95% CI: 62-93 and 53-77). Experienced trainees improved most in difficult skills such as chest tube placement and endotracheal intubation. Junior trainees improved most in basic skills such as umbilical catheter placement. All modules received high scores for clinical relevance and transferability.CONCLUSION: We established a procedural skills course that improved test scores and self-rated procedural competence. Participants reported a high degree of transferability to actual clinical procedures.

AB - AIM: Training complex paediatric procedural skills is essential for patient safety. Clinical learning opportunities are rare, and a live model offers realistic tissue with a dynamic physiology. We aimed to develop and evaluate a procedural skills course using a newborn piglet model for trainees in paediatrics.METHODS: We designed four modules with learning goals, procedural checklists and learning outcome assessment. Eight courses were held including 23 junior trainee doctors, 34 experienced trainees and four neonatal specialist doctors.RESULTS: Most procedures were successfully completed by all trainees. Mean multiple-choice test scores improved 36% (95% confidence interval [CI] 31-41) after the intervention. Self-rated competence improved 78% in junior and 65% in experienced trainees (95% CI: 62-93 and 53-77). Experienced trainees improved most in difficult skills such as chest tube placement and endotracheal intubation. Junior trainees improved most in basic skills such as umbilical catheter placement. All modules received high scores for clinical relevance and transferability.CONCLUSION: We established a procedural skills course that improved test scores and self-rated procedural competence. Participants reported a high degree of transferability to actual clinical procedures.

KW - clinical skills training

KW - neonatal intensive care

KW - neonatal piglet model

KW - paediatric procedural skills

KW - point-of-care ultrasound

UR - https://www.scopus.com/pages/publications/105016500524

U2 - 10.1111/apa.70309

DO - 10.1111/apa.70309

M3 - Journal article

C2 - 40963199

SN - 0803-5253

VL - 115

SP - 227

EP - 237

JO - Acta paediatrica (Oslo, Norway : 1992)

JF - Acta paediatrica (Oslo, Norway : 1992)

IS - 1

ER -