Introduction: The Advanced Paediatric Life Support (APLS) course is an internationally recognised programme designed to enhance doctors’ theoretical knowledge and practical competence in managing paediatric emergencies. Understanding the relationship between knowledge and psychomotor skills is essential to optimise training outcomes. Objectives: To compare performance at the APLS course among different categories of medical doctors, to assess differences in prior knowledge using pre-test multiple choice question scores, and to determine the association between 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 for analysis. Knowledge was assessed using multiple choice questions before and after the course. Psychomotor skills were evaluated using a performance index derived from structured skill assessment scores. As data were not normally distributed, non-parametric methods were applied. The Wilcoxon signed rank test was used to examine associations between knowledge scores and performance index. Results: Of the participants, 26.9% were from paediatrics or neonatology, 23.1% from emergency medicine, 33.3% from anaesthesia or critical care, and 16.8% from other specialties. Mean pretest score was 69.06% (SD 31.21), post-test score 84.64% (SD 7.89), and performance index 66.35% (SD 7.97). Pre test scores were significantly associated with performance index (p = 0.002), while post test scores showed a highly significant association (p < 0.001). Conclusions: APLS training significantly improved theoretical knowledge and demonstrated a strong association with psychomotor performance, highlighting the value of integrated cognitive and skills-based training.