Introduction/background: This work has arisen from a unique collaboration between an academic and a clinician that has enabled the gap between underlying medical science teaching and clinical practice to be specifically addressed. The authors have developed and implemented a unique approach to case based learning in the Emergency Medicine setting, which presents and integrates the core physiological and clinical knowledge that medical students require to approach each clinical situation competently.

Purpose/objectives: One purpose of the poster is to describe the process by which the academic and clinician interact to produce integrated teaching sessions.

The poster will also describe the unique features of the integrated teaching sessions themselves and highlight how they address current deficiencies in medically related teaching practice.

Issues explored/discussed: The following areas will be discussed in the poster:

• an integrated case based teaching session will be described including unique features such as a case timeline, physiology comments, clinical comments, clinical summary and review section.

• how resource material is identified and prepared.

• how the underpinning physiological concepts are identified and subsequently drive the case development process

• the process by which the clinical outcomes and physiological concepts are linked in a dynamic way.