This study discussed the use of posters in Physiology pedagogy. Students may be sub-divided into buzz groups say of four. Students may initiate instructions in the design of posters, e.g. the use of hypolipidermic drugs. Reflection, may contribute 35% of the final overall mark involving communication skills, and peer reflection of content and support. Physiological detail with nutritional and pharmacological associations may be graded according to a mark scheme and awarded a total of 65% of the final mark. During reflection, the poster presentation may evaluate how students explained the cause of the disease, compared particular types of treatment and analysed the most effective treatment. Students may rely upon their peers to understand articles and possibly read through articles more carefully. Marks for individual pieces of work may be awarded for content, design and clarity (e.g. 70% of the marks). Marks may be awarded for posters discussing the action of hypolipidermic drugs, illustrations of the transport of cholesterol between the liver, gut and extra-hepatic tissues, lifestyle and health, associations of cholesterol, atherosclerosis and coronary heart disease, and the action of named hypolipidermic drugs. Each member in small group work may participate in the use of posters. In poster deign, if students work cooperatively, they may engage in an exceptionally good discussion of inherent principles with a simple, but effective focus on relevant Physiological drivers. Essays may form part of the Physiology assessment. In some cultures, individualism, as opposed to group work, is encouraged via competitive grading. Small group work was effective in helping students appreciate pharmacological-physiological inter-relationships from the cellular level. Poster assessment provided one useful way of re-enforcing knowledge of a challenging subject.