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Related Experiment Video

Updated: Jan 17, 2026

Use of a Piglet Model for the Study of Anesthetic-induced Developmental Neurotoxicity AIDN: A Translational Neuroscience Approach
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Improved Paediatric Procedural Competence and Knowledge After Training Using a Newborn Piglet Model.

Kasper Jacobsen Kyng1,2, Anna Holst Møller1, Torjus Skajaa1

  • 1Department of Clinical Medicine, Aarhus University, Aarhus, Denmark.

Acta Paediatrica (Oslo, Norway : 1992)
|September 18, 2025
PubMed
Summary

A novel piglet model training course significantly improved paediatric procedural skills for junior and experienced trainees. Participants reported enhanced competence and high transferability to clinical practice, boosting patient safety.

Keywords:
clinical skills trainingneonatal intensive careneonatal piglet modelpaediatric procedural skillspoint‐of‐care ultrasound

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Area of Science:

  • Medical Education
  • Surgical Skills Training
  • Paediatric Simulation

Background:

  • Training complex paediatric procedural skills is critical for patient safety.
  • Limited clinical learning opportunities necessitate innovative simulation methods.
  • Live animal models offer realistic tissue and dynamic physiology for skill acquisition.

Purpose of the Study:

  • To develop and evaluate a procedural skills course using a newborn piglet model.
  • To enhance the training of paediatric trainees in essential procedural techniques.
  • To assess the effectiveness of simulation in improving paediatric procedural competence.

Main Methods:

  • A four-module course was designed with specific learning goals, procedural checklists, and outcome assessments.
  • Eight courses were conducted, involving 23 junior trainees, 34 experienced trainees, and 4 neonatal specialists.
  • The curriculum focused on developing and assessing proficiency in various paediatric procedures.

Main Results:

  • Most procedures were successfully completed by all participants.
  • Mean multiple-choice test scores increased by 36% post-intervention.
  • Self-rated competence improved significantly: 78% for junior and 65% for experienced trainees.
  • Experienced trainees showed greater improvement in complex skills like chest tube placement and intubation.
  • Junior trainees demonstrated notable improvement in basic skills, such as umbilical catheter placement.
  • Modules received high ratings for clinical relevance and transferability.

Conclusions:

  • A novel procedural skills course using a piglet model was successfully established.
  • The course led to significant improvements in both test scores and self-rated procedural competence.
  • Participants perceived a high degree of transferability of learned skills to actual clinical procedures, enhancing patient care.