Roleplay is a technique that allows students to explore realistic situations by interacting with others in a managed way, in order to develop experiences, skills, and test different strategies in a learning environment. In the teaching of clinical anatomy, the use of this teaching methodology as a tool is scarce. Thus, we implemented the use of this technique as a strategy in the teaching and learning process. The objective of this paper was to report our experience based on the use of the roleplay technique in the teaching and learning process of clinical anatomy. An exploratory, cross-sectional study with a quantitative approach was carried out with 61 students from the anatomy discipline. To carry out the proposed activity, the students were divided into four groups, in which each one planned a clinical anatomy situation. To meet these objectives, Roleplay was structured in three parts: planning the implementation of the roleplay technique, application of roleplay, and debriefing. The results showed that roleplay can be used adequately in the teaching of clinical anatomy. It was observed that 98.1% of students approved the use of the technique in teaching anatomy. It was found that 95.1% of respondents reported that the roleplay achieved the learning goals, while 4.9% reported that the learning goals were not achieved. There was no statistically significant difference between the participants' ages (p>0.05). It was found that 86.9% of respondents would recommend the use of roleplay as a teaching methodology for the next semester. It was found that roleplay is a playful, versatile, and totally viable and feasible teaching methodology as a tool in the teaching and learning process of clinical anatomy. In addition, this training contributes to discussions and reflections in the teaching-learning process, especially regarding the use of active teaching and learning strategies.

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