The education of geriatric physiotherapy has traditionally emphasized a biomechanical and functionalist approach, often neglecting the complexity of aging from a comprehensive perspective. The increasing demand for physiotherapists capable of understanding aging as a multidimensional process has led to the adoption of innovative methodologies that surpass conventional functional rehabilitation. This study introduces a pedagogical innovation based on active and experiential learning, transforming physiotherapy education through the integration of active and interdisciplinary methodologies. Drawing inspiration from the concept of open reason, this educational approach integrates case-based learning, role-playing simulations, philosophical discussions, and clinical narratives to promote a holistic understanding of aging.

This methodology is implemented in the course Growth and Development Processes, Geriatrics at Francisco de Vitoria University, where students engage with the case of Don Manuel, a fictional geriatric patient who narrates his experiences in a personal diary. Through this approach, students develop critical thinking, empathy, clinical decision-making, and communication skills, allowing them to move beyond a mechanistic view of rehabilitation and focus instead on the dignity, autonomy, and well-being of elderly patients.

Preliminary findings suggest that this approach fosters deeper and more meaningful learning, enhancing students' awareness of the interplay between physiotherapy, ethics, and the humanization of geriatric care. This research presents a novel perspective on physiotherapy education, aligning professional training with the needs of an aging society that requires practitioners proficient in an integrative and person-centered model.

Keywords: Experiential learning, educational innovation, geriatric physiotherapy, open reason, health narratives, interdisciplinarity, critical thinking, humanistic education.