Over the last decade, attention for the Bologna rules in European medical faculties has steadily grown, because the European Community wishes the European countries to improve opportunities for students to freely move and study throughout the EU without adverse effects on study length and appreciation of credit points and diploma's. Consequently it can be expected that – if the Bologna rules are also generally applied in medical curricula - Physiology curricula need to be adapted. Crucial in the declaration are the adoption of a system of easily readable, comparable, quality assured degrees and of a system essentially based on undergraduate (bachelor) and graduate (master) cycles to which a system of uniform credit points (ECTS; European Credit Transfer System) is coupled. To ensure foreign student to participate in such curricula, free mobility should be promoted through funding and necessary infrastructural support. In 2005, for various reasons, the AMEE (Association for Medical Education in Europe) advised that medical schools should not be obliged to immediately adopt the two cycle- structure and to be allowed to continue having one long, integrated, 1-tier structure. This opinion was based upon the knowledge that most European medical schools were actively engaged in reforming their medical educational programs focusing on somewhat different aspects such as social responsibility, content/outcome/competences or performance, or teaching/learning methods (PBL). Meanwhile, the implementation of the two cycle-structure has been initiated in several countries and this urges for a transnational harmonization of end- terms in medical Physiology curricula. It will be discussed in how far European countries are ready for this transition and in how far FEPS has anticipated on these changes by providing usable transnational, thus uniform end-terms.