Introduction
The confluence between online learning and face-to-face resources is becoming a reality today (This transformation was a novel situation for several health science degrees, as well as the physiotherapy degree, where teaching had traditionally been face-to-face learning (FL)-based due to including both theoretical and practical classes (In this regard, the pre-pandemic literature, such as the study performed by Unge et al., have criticized the online approach, arguing that the physiotherapy degree is not grounded in a theoretical learning perspective. It was also stated that it seems to be organized based on a short perspective rather than aligned to a whole intervention (The interaction between the teacher and students is necessary to learn directly from the knowledge and clinical experience of the teacher as well as to develop real-time group discussions with the students (BL alludes to the convergence between two learning environments, the face-to-face environment which has a long tradition in our educational system, and the online environment which expands and modifies the possibilities of communication and interaction (Before the outbreak of the COVID-19 pandemic, BL was already recommended due to using active learning strategies that enriched the learning experience. Many investigations have been developed to conceptualize the model, explain the different methods and/or reporting their benefits (Therefore, this study aimed to determine the effectiveness of a BL intervention vs. a FL intervention on knowledge, cross-curricular competencies, satisfaction, perceptions, usability, and BL acceptance among physiotherapy degree students. We hypothesized that the students performing the BL intervention would show better results than those performing the FL intervention.