The study compared an integrated case-based learning (CBL) and team-based learning (TBL) model within the SOAP framework with traditional teaching in a physiotherapy course in orthopedic diseases (PTOD). 46 third-year students participated (cohort 2020: n=25, CBL+TBL; cohort 2021: n=21, traditional teaching). The 2020 cohort completed SOAP activities with role-plays based on real cases, while the 2021 cohort received lectures with the SOAP framework. Results showed significant improvements in the 2020 cohort in self-assessment (p<0.01), self-directed learning (p<0.05), group collaboration (p<0.001) and learning satisfaction (p<0.05), with a total score (p<0.001). Cohort 2021 experienced a decrease in group cooperation (p<0.05). Overall grades did not differ (p>0.05), but the 2020 cohort had better classroom performance (p<0.01) and practical performance (p<0.05). The CBL+TBL model with SOAP improved clinical reasoning, practical skills, and learning engagement over traditional methods.