Currently, the use of computer-based technologies has increased to support the design process of biomedical products. However, the limited capacity of undergraduates to work with the technologies used in the development process negatively influences the research execution for biomedical product design. For this reason, we design a framework for knowledge transfer required by undergraduate students. The study aim was to evaluate the framework proposed as a strategy for knowledge transfer and ICT skills strengthening. The framework presented, manage teaching and learning process of software tools used during the ideation and development of biomedical products. The framework is oriented to undergraduates' students in the research group, working in their final degree project. An evaluation tool was designed and applied with four undergraduate cohorts. The students' perception of learning process satisfaction, complexity, difficulty, and usefulness of software applications was evaluated. The software applications evaluated were used in Reverse Engineering, Computer-Aided Design, Computer-Aided Engineering, and Additive Manufacturing. The results show: the role of stakeholders involved in the training process, perceived differences of teaching and learning strategy, and the value of technical support. Likewise, the empowerment and the affinity degree in developing biomedical products was evidenced.