In the middle of the 19th century independent Institutes (Departments) of Physiology were founded in Germany, e.g. 1844 in Wuerzburg and 1858 in Berlin. Since that time, they have been usually part of the Medical Schools (mostly Medical faculties of Universities), where they are responsible for the education of medical and dental students. The close ties of Physiology to Medicine are also reflected in the fact that virtually all German textbooks of Physiology of the last 150 years concentrate on human physiology. More recently, however, more and more graduates of biology and other natural sciences (Dr. rer. nat. or PhD) are entering medical physiology, initially as postdoctoral associates. This is excellent for basic research in Physiology, but sometimes creates problems when pathophysiological and clinically applied aspects of physiology have to be taught. The tremendous growth of knowledge in Physiology was probably the main reason that most experiments disappeared from the lecture hall in the 1950s, and separate laboratory courses (64 hours), where small groups of students could do their own experiments, were es-tablished. In the 1990s, however, it was felt that Medical education in Germany needed more changes for several reasons: – The physiology then taught was often too far away from the needs of practical medicine, a situation made worse by the fact that more and more teachers of physiology had no in-sight into practical medicine. – Listening to “one-way” presentations in lecture halls did not teach the students suffi-ciently how to solve problems and how to analyze specific cases. – In classrooms still crowded with groups of 50 or more students, interactive teaching and learning among students was very difficult; – In the traditional curriculum, there was too little room for bridging the gaps between physiology, pathophysiology and clinical medicine. – Examinations based on multiple choice questions did not test well enough the ability of the students to analyze complex situations and to integrate their knowledge to solve multifactorial problems. In Germany, the Medical curriculum has to meet the federal regulations for the education of physicians. These regulations were changed in 2002 and became effective in 2003/2004. Some of the major changes in the curriculum of the first two years are as follows: – The teaching of the systematics of anatomy, physiology, biochemistry, medical psychol-ogy and sociology (usually by lectures and/or laboratory courses) is now supplemented by two types of obligatory seminars (maximum of 20 participants) in which the student is expected to learn the meaning and application of his/her theoretical knowledge for clinical medicine. Thus, in physiology for instance, there are now (i) pathophysiology-oriented, interactive seminars (56 hours), and (ii) case-oriented, so-called integrated seminars (96 hours) in which a patient is usually present, and the physiologist is accom-panied by one or more clinical colleagues to demonstrate and analyze the case. – Besides the curriculum common for all students, each student now has to make her/his choice for an elective with a separate examination. – The state examination after the first two years now has two independent and equally counting parts: (i) a country-wide written examination (multiple choice questions, now with more emphasis on pathophysiology), and (ii) an oral and practical examination by the local faculty members. It is hoped that these and other changes in the curriculum will improve the quality of Medical education in Germany.