Introduction: Doctors from various medical specialties participate in the Advanced Paediatric Life Support (APLS) course, an internationally recognised programme aimed at enhancing theoretical knowledge and practical skills in managing paediatric emergencies. This study examined whether doctors from different specialties show differences in theoretical knowledge and psychomotor performance during APLS training. Objectives: To compare performance across different medical specialties, including baseline knowledge, improvements in theoretical knowledge, and psychomotor performance. Methods: A descriptive cross sectional study was conducted among doctors attending the APLS programme from April to November 2023. Of 117 consenting participants, 108 provided complete data. Theoretical knowledge was assessed using multiple choice questions before and after the course, and psychomotor skills were evaluated with a performance index derived from structured skill assessments. Participants were categorised into four groups: Anaesthesia and Critical Care, Paediatrics and Neonatology , Emergency Medicine, and Other specialties. Data were non-normally distributed (Shapiro-Wilk test) and analysed using Kruskal-Wallis H tests to compare groups. Results: Participants included 36 (33.3%) Anaesthesia and Critical Care, 29 (26.9%) Paediatrics and Neonatology , 25 (23.1%) Emergency Medicine, and 18 (16.8%) Other specialties. Mean scores were: pre-course MCQ 69.06% (SD 31.21), post-course MCQ 84.64% (SD 7 .89), and performance index 66.35% (SD 7 .97). No statistically significant differences were observed across specialties for pre-course MCQ (p = 0.347), post-course MCQ (p = 0.143), or performance index (p = 0.295). Conclusions: APLS training significantly improves theoretical knowledge and psychomotor skills, with comparable outcomes across medical specialties, supporting its broad applicability for doctors regardless of primary specialty .