Purpose
This study evaluates the development of intellectual problem-solving skills in the Human Physiology course of the Bachelor's degree in Physical Therapy and Sports Readaptation (PTSR) through the use of multiple-choice questions with the best response option (MCQ-BR) embedded in sports scenarios. This assessment strategy incorporates critical competencies such as analytical reasoning, risk identification, and the formulation of strategies for prevention, prognosis, rehabilitation, and sports readaptation. By aligning assessments with real-world challenges, this approach aims to enhance students' preparedness for professional demands.

Methods
MCQ-BR items were carefully designed to replicate real and hypothetical sports scenarios, emphasizing the application of human physiology knowledge and professional problem-solving within the PTSR context. This approach replaces conventional memorization-based assessments with a competency-driven framework, prioritizing critical thinking, practical reasoning, and the capacity to address complex situations. These assessments were integrated into the Human Physiology course, offered during the second semester of a 10-semester program, providing students with an early platform for cultivating professional thinking and problem-solving abilities.

Results
The implementation of MCQ-BR assessments demonstrated marked improvements in students’ abilities to critically analyze and resolve sports-related problems. The focus on scenario-based learning deepened students' understanding of theoretical concepts, enabling them to transfer knowledge effectively to realistic contexts. These findings underscore the method’s effectiveness in equipping future professionals with the intellectual and practical skills essential for success in the dynamic field of physical therapy and sports rehabilitation.

Conclusions
The integration of MCQ-BR within sports scenarios represents an innovative and effective approach to competency-based education in PTSR. This method seamlessly bridges theoretical knowledge with practical application, fostering critical thinking and problem-solving skills. Future research should explore the adaptability and broader impact of this approach across diverse areas of health sciences education.