Purpose
Foundational sciences like anatomy and physiology are often taught in isolation from clinical application, which can limit learner engagement and retention. This presentation describes the integration of simulation-based learning into early medical education to reinforce anatomical and physiological principles through experiential, case-driven scenarios.

Methods
First-year medical students participated in simulation sessions aligned with anatomy and physiology course content. Simulations included high-fidelity manikin cases, task trainers, and SP encounters designed to highlight core concepts such as cardiovascular physiology, respiratory mechanics, and neuroanatomy. Faculty from both basic science and clinical departments co-developed the sessions and co-facilitated debriefings. Learners completed pre- and post-session reflections and were evaluated on their ability to apply foundational knowledge to clinical decision-making.

Results
Student feedback emphasized improved understanding of difficult concepts, greater appreciation of physiology’s clinical relevance, and increased confidence in applying knowledge. Faculty reported stronger interdisciplinary connections and more opportunities to assess critical thinking in real time. The format also supported active learning and early clinical reasoning in diverse learner groups. Given its low resource requirements and adaptability, this model has potential for broader implementation across varied international contexts.

Conclusion
Integrating simulation into the teaching of anatomy and physiology fosters deeper understanding, clinical relevance, and active learning. This approach equips learners with globally relevant competencies and provides a scalable framework that can empower educators across diverse institutions to bridge the gap between basic science and clinical care.