Understanding the musculoskeletal functional assessment process is crucial for Physiotherapy students. Although new teaching methods have emerged, an effective model for teaching Functional Assessment in Physiotherapy is still needed. The goal of this study was to describe the proposal of a teaching framework in the Functional Assessment course for Physiotherapy students. This is a design-implement experience conducted with 22 fourth-semester Physiotherapy students between March and July 2025. Students were assessed using different strategies, including role-playing, clinical cases, seminars, descriptive scripts, and presentation of scientific work. The results achieved by the course were evaluated via an electronic form. The results showed that the clinical reasoning method was favorable (90.9%), facilitating the development of the professional skills required in the course (77.3%). As negative points for the implementation of the proposal, students mainly pointed to the infrastructure and the course workload. It is concluded that the integration of the proposed framework improved essential clinical reasoning skills in Physiotherapy students. However, more research is needed to optimize the acquisition of theoretical knowledge in this area.
