Many health professional school curriculum planners struggle with the problem of using clinical cases for teaching and learning normal physiology and other biomedical sciences. Such cases traditionally involve patients who are ill and are seen by their physicians for diagnosis and treatment of diseases. This tends to focus learning on pathophysiology and management of disease rather than on healthy structure and function, resulting in normal physiology, anatomy, and biochemistry receiving short shrift. An alternative approach is to use clinical scenarios, called “presenting features” cases, in which healthy individuals see their family physicians for preventive care, check‐ups, medical certificates, education, or advice. In this way, physiology is linked with health promotion. After students have learned about normal structure and function, cases can be elaborated to encompass interruptions in health due to patients' deleterious behaviors or to external circumstances, creating a natural continuum from normal physiology to pathophysiology. Here disease prevention is emphasized and biomedical sciences are naturally integrated with social sciences, epidemiology, and other public health topics. This development of cases is founded on the constructivism theory of learning, and authentically reflects the reality of primary health care.