World Federation for Medical Education standards in Basic Medical Education (2000) and other documents (Schwarz & Wojtcak, 2002) by experts in medical education have established that physiology and other basic biomedical sciences must provide the scientific knowledge and methods to apply to clinical sciences and should be adapted to scientific, technological and clinical developments as well as to the health needs of society. To accomplish this objective it is necessary that medical schools define specific outcomes of the undergraduate period as a step prior to identifying the contribution of physiology and the other sciences to the whole curriculum. Moreover, because physiology and other basic sciences are more used in the clinical period than is apparent, other recommendations in order to ensure a best perception of the relevance of physiology by students are: (a) physiology and other biomedical basics should be taught in an integrated form in the medical curriculum with clinical sciences, including both horizontal (concurrent) and vertical (sequential) integration, (b) problem-based learning methodology and some elemental clinical aspects should be incorporate as soon as possible, and (c) both scientists and clinicians must be engaged in specific teaching topics. In this presentation we analyse the situation of physiology teaching in Spanish medical schools in the context of the new curricula, taking into account the above recommendations. Other aspects as the number of hours devoted to physiology, the number of teachers and students engaged in teaching physiology, learning activities and assessment tools used are discussed.