The beauty and wonder of Physiology is something that constantly entrances those of us engaged in its teaching and research. It is at the core of all human biology and it is essential that systems physiology and indeed integrated systems physiology is taught to students in order to place all of the emerging molecular knowledge in context. It has particular importance for medical students, dentists and other healthcare professionals. We have been addressing some of the issues that face all of our colleagues across the HE sector. These include the diversity of student intake, large first year classes, a perceived undervaluing of teaching as an academic activity and the particular problem for Physiology that appointments to lectureships are made primarily to those whose research is molecular. To put into context, Aberdeen is an ancient Scottish University, the third in Scotland and the fifth in the United Kingdom with four year undergraduate Honours. To address the issue of large first year classes Personal Response System (PRS) handsets are issued to all students in the College of Life Sciences and Medicine, they are integrated into core lectures, used to provide integrative lectures, student surveys and to run summative exams. In addition the students are given the opportunity to undertake a voluntary group project to create a website about an area of Biosciences that really interests them. They then present their website to the class of 450 students, who vote for their favourite. We are now in the fifth iteration of Level 2 skills courses in core skills and research. We asked level 3 and 4 students what they wished they had done more of in Levels 1 and 2 to help them with their Honours courses. We also asked Honours supervisors what they thought the students lacked in terms of core skills. The Foundation skills course addresses numerical competence and confidence, (avoiding the “M” word), data interpretation, statistics, experimental design, problem solving, and scientific writing for different audiences. The Research skills course is based on the “Student Selected Component”, which has been in the medical course since “Tomorrow’s Doctors” in 1995. The level 2 science students have really taken to it and love the autonomy and sense of ownership it gives them as well as challenging their creativity. They work in groups of ~6 to research a topic in health and disease which they then present to peers and tutors. A core part of the project is to teach the other members of their group about their part of the project. This aspect of peer assisted learning is really valuable to all the students. Problem solving sessions have replaced tutorials across many courses because of the difficulty in finding sufficient tutors who were confident enough in systems physiology to be able to run tutorials on their own. It means that fewer staff are needed, the students get the same experience and the new staff get the answers beforehand and are happy to ask and check the answers if they are not sure of concepts in systems physiology. The School of Medical Sciences made the decision to establish permanent Teaching Fellows, who have contracts that are primarily teaching but include a minimum 20% research, which can be discipline specific or pedagogic. Many are postdocs who have really loved teaching during their postgraduate and postdoctoral career and are known for really good teaching. Most carry on with their discipline research with the PI that they previously worked with. We now have two senior teaching fellows, equivalent to Senior lecturers. The main challenge is to persuade the University to have a grade equivalent to Reader for Teaching. Our Honours students sit a problem-solving paper which carries ~10% of their final mark. Based on recent paper/s, it challenges their data interpretation, interpretational skills, scientific writing and logic. It has proved a real discriminator between students, avoids any issues of plagiarism and makes a really important contribution to their academic training and development. We are privileged to be able to teach such a wonderful subject as Physiology and need to ensure that it is protected for our future students.