High-fidelity, manikin-based human patient simulators have been adopted as a mainstay of medical education. They are typically used in teaching symptom -based diagnosis, responses to situations such as trauma, and clinical and interprofessional skills. Many simulators are able to display data for physiological variables, used to report the ‘physiology’ or vital signs. In some, the physiological model is sufficiently complex to be considered integrated in terms of systems (typically cardio-respiratory), and responsive in terms of modelling autonomic control (such as the baroreflex) (Helyer & Dickens, 2016). There are two opportunities, at least, presented to educators of physiology and biosciences. First, the investment in manikin-based simulation in medical schools, teaching hospitals, and university departments (often those teaching professional courses) can increase their accessibility to teachers of biosciences in general. Second, there is a commitment to take steps to ensure that students on professional courses have a firm grounding in bioscience throughout their education, both undergraduate and postgraduate. Here at the University of Bristol we have been fortunate to be able to exploit both of these opportunities, and after over 10 years of utilising simulation in teaching physiology (Harris et al, 2011), it is now a core part of our teaching curriculum across both professional and biomedical sciences courses. This presentation will discuss how we have developed simulation-based teaching that aims to enrich teaching of key fundamentals of physiology of the healthy human (and animal), and how more recently we have used case-based simulations to explore the depth of physiology that underlies disease. It will also open discussion around the areas of cost and effective use of resources, such as group size, and use in student project work (Gibb et al, 2018).