The Bologna process implies the establishment of final learning outcomes or competences of the medical graduate which are being defined in the programs of each Spanish medical school. Physiology contributes, with other disciplines, to the acquisition of competences such as the ability of the students to observe facts which will be analyzed in the context of the information given by the professor or obtained from other sources. In this way the students can reach the knowledge necessary to understand the normal function of the organism. This knowledge will be the basis of the skills for the functional exploration of body systems as a basis for detection of dysfunctional states. The use of clinical-cases, which in fact are basic problems of physiology embedded in a medical context to gain the interest of the students, is a teaching practice widely recommended in schools of medicine as well as, with the specific modifications to bring it closer to other professional activities, in the schools of pharmacies, veterinary science, etc. We have been combining clinical-cases with the use of interactive student response systems with the following benefits over those obtained without ISRS: a) attendance control; b) an increase in the level of interest in participation; c) detection of concepts which need further clarification; d) a means of continual assessment. These same benefits are also valid for the use of IRSD in other teaching activities.