In life sciences physiology is a discipline dealing with the normal function of living organisms. Rules and ,models are proposed to give a highly structured knowledge of the living organisms. Within a learning project, physiology quotes as a core competence, and it is usually placed in the student curriculum in a preclinical position as a prerequisite to clinical areas. It should be however kept in mind that each human being is an individual and that the best care for him/her is the main task of clinical sciences. "Universal" and "individual" concepts and needs are therefore met by students during a critical phase where they should develop the ability of putting physiology in practice. Many examples of this action may be mentioned and an "appropriate" competence in physiology is a propaedeutic tool. The question is whether teaching and learning physiology should be done in an integrated way, according to a general concept of continuity of the knowledge, competence and abilities trigged by clinical problems, by PBL and by assisted learning-driving integrated assessment method. Though in most medical faculties, physiology is focused on cellular and molecular biology, with no or limited contact with the patient, clinical physiology could be a bridge between preclinical and physiology and it could be considered as a new opportunity for teaching physiology by fostering integration between preclinical and clinical competencies. Finally, clinicians and physiologists should cooperate with shared learning targets, teaching methods, integrated lectures, PBL, tutor-assisted clinical meetings and lab experiences and introduce an integrated assessment focused on the key aspects of the physiology knowledge and competence.