Preclinical medical education is adopting the ‘competency’ framework that has been successfully used in the postgraduate medical education community. While learning objectives focus on specific content to be mastered, competencies focus on the learner. In 2002, the American Physiological Society and Association of Chairs of Departments of Physiology CDP published Medical Physiology Learning Objectives, which outlined the physiology content that medical students should master during their preclinical training. In contrast, in 2003 these same groups published the List of Professional Skills for Physiologists and Trainees , which took a competency approach, focusing on the skills and attributed of professional physiologists. The following is proposed as a set of knowledge-based competencies for medical physiology instruction as a compliment to the more specific Learning Objectives Medical Knowledge: 1. Identify the range of normal physiological values, i.e., plasma electrolytes (Na+, K+, and Cl-) ; arterial and mixed venous blood gasses, blood pressure in the cardiac chambers, the systemic and pulmonary arteries, capillaries, and veins, and key values in assessing cardiovascular, pulmonary and renal function. 2. Use normal values to interpret clinical data in order to identify the direction and degree of variation from normal. 3. Given an alteration in a physiological parameter, identify potential causes for the alteration and the physiological mechanisms which when effective would correct the alteration. 4. Contrast the regulation of a physiological parameter (i.e., blood pressure, plasma glucose, pH or body temperature) by negative feedback, positive feedback and feed forward control mechanisms. 5. For a physiological variable controlled by multiple redundant systems (i.e., plasma glucose or blood pressure), rank the control systems based on time to effect and overall effectiveness. Professional Development: 1. Demonstrates a positive attitude and regard for education by demonstrating responsibility and preparedness, 2. Demonstrates maturity in soliciting, accepting, and acting on feedback. Interpersonal and Communication: 1. Effectively leads group discussions, 2. Creates a supportive environment for conversation, 3. Demonstrates collegiality and respect for group members. In the shift to competencies, instructors must move from the exclusive focus on knowledge and take responsibility for the development of professionalism in all of their students.