Simulation in teaching is an ever-expanding field, providing opportunities for safe and experiential learning across all fields of education(1). The University of Bradford is home to the Faculty of Life Sciences Integrated Learning Centre (ILC), phase I consisting of the Simulation Lecture Theatre (completed October 2013). This purpose-built facility is dedicated to the use of technology and simulation in Life Sciences teaching, and integrates the Anatomage Table®(2) and the high fidelity human patient simulator (HPS, iStan(3)) with high-end audio-visual equipment. The facility is designed to enhance learning and teaching across areas of anatomy, physiology, pathology and pharmacology within all Faculty of Life Sciences programmes, and provides inter-Faculty links with programmes such as Radiography, Physiotherapy, and Nursing. Undergraduate curriculum frameworks and employer needs dictate that students should have a wide knowledge base, and also the ability to apply that knowledge in real-life situations. However, “safe” environments for students to practice and apply their knowledge are very limited, and with recent changes limiting animal use in undergraduate teaching, and ethical issues associated with working with patients, alternative methods must be used. In the ILC, new and existing technologies provide interactive and experiential learning opportunities in a comfortable environment. The Anatomage Table® is a touchscreen-enabled visualisation system, allowing the study of whole body or systems, to the level of individual organs, blood vessels, bones or muscles. It provides students with the experience of an interactive, 3d anatomical dissection, with specific clinical cases and the ability to provide bespoke teaching materials. This, along with the use of models and specimens, allows us to teach “real” anatomy without access to dissection room facilities. The HPS is a sophisticated manikin, controlled using the Muse Software(3) which can be programmed to simulate different patients, different physiological/disease states, and the effects of a wide range of different drugs. Use of the HPS allows students to “learn by doing” – exploring the ways in which drugs affect the body, the often fine line between therapeutic and toxic effects, drug interactions and overdose, and physiological responses dependent on factors such as age and pre-existing conditions. Since the completion of the Simulation Lecture Theatre, a wide range of new teaching sessions have been designed and integrated into undergraduate Pharmacy, Biomedical Sciences, Clinical Sciences, Chemistry, Radiography, Physiotherapy and postgraduate Archaeological Sciences. This has involved mapping and re-design of modules, continuous reflection and evaluation with input from students and staff to ensure that the sessions are engaging, appropriate and continuously developing in terms of best practice. Specifically, using the Anatomage Table ® we have facilitated large- and small-group teaching formal and informal sessions, studying a wide variety of anatomy and physiology alongside pathological examples, and are in the process of creating short Anatomage video demonstrations to enhance the provision of easily accessible learning materials. The HPS is used to demonstrate the physiological responses of a human (healthy or pre-existing disorder) either untreated or with drugs/drug overdoses. The HPS is also replacing traditional pharmacology experiments which use animal tissue to demonstrate the effects of different drugs. Undergraduate student projects have been carried out using the Anatomage Table and the HPS, in order to provide examples of less formal peer-assisted learning. Benefits: – Use of interactive and engaging technology in non-traditional settings; – Comfortable (“safe”) environment; – Avoids ethical and cost issues of using animal tissue or human subjects, including dissection rooms; – Flexibility in teaching format; – HPS software enables individual work in large-class practicals; – Facilitates interprofessional learning across healthcare-related programmes; – Visual and kinaesthetic methods of learning(4); – Consistently receives very positive feedback from students and staff. Drawbacks: – Interactive elements are particularly suited to very small group teaching (repeated sessions mean increased staff time); – Support needed by dedicated staff; – Set-up, training and maintenance costs. Summary: The simulation facility in the Faculty of Life Sciences provides a safe and comfortable environment and equipment for highly effective teaching and learning, engaging students across Life Sciences programmes. Phase II of the ILC development (taking place 2015) will include a new Anatomy and Pathology Resource Centre linked to the existing Simulation Lecture Theatre, strengthening links to the Digitised Diseases project(5), Digital Pathology and the new University of Bradford Digital Health Zone(6).