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

ABSTRACT 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.