Abstract
Soft skills such as client-oriented communication, leadership, and teamwork skills are essential for veterinary clinicians. However, they are rarely addressed in the academic curriculum of most veterinary schools. Role-playing has been previously used to train and evaluate communication skills in veterinary students, but leadership and teamwork are difficult to implement in this methodology. In this study, we designed a novel role-playing activity where groups of undergraduate veterinary students faced simulated pre-planned clinical consultations portraying different roles in a hierarchically structured group (leader, two veterinarians, and one client). We tested the performance of the participants before and after receiving a focused lecture on soft skills. While the overall performance of the students in veterinary roles was significantly better after the lecture, the number of mistakes related to leadership did not significantly vary. Students rated the role of leader consistently lower than the rest. Participants considered that this novel design was useful to train and evaluate these competences. Hierarchically structured role-playing is a suitable tool to improve soft skills in veterinary students, allowing for self-learning and training in a controlled environment.