نبذة مختصرة : International audience ; Background French university training in speech and language pathology (SLP) requires students to demonstrate appropriate clinical skills, to validate a certificate of clinical competence (CCC). A support program was set up, including a peer evaluation process to allow students to develop their metacognitive analyzing abilities. The objective is to carry out a pilot study measuring the contribution of this program in their final training year.Methods First, the students presented a case analysis and were evaluated on 22 clinical competences jointly by two SLPs and some students of the same course. This evaluation resulted in an overall binary result "pass/fail". A second step concerned a written presentation of these same cases, adjusted after peer feedback, and evaluated by a jury of two SLPs. The last step involved the analysis of an unknown clinical case to a jury of two professionals (still resulting ipass/fail” result). Comparison of the passing rates in the second and third stages allowed to evaluate the performance of the training program.Results All 39 students in the fifth year of SLP training participated. After the case studies, 64.1% of them passed according to the professional jury. The peer jury systematically overestimated the results (100%), but the ranking of the candidates was close to the professionals’ one. After the second step, the passing rate rose to 69.2%. Lastly, 84.6% of the students validated the CCC.Conclusions The implementation of a clinical skills development program including a peer review approach is promising, improving performance in the final academic year.
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