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The article reports on the integrated curriculum at Melaka Manipal Medical College in India. Students joined this program after completing high school. In the first year, the students learned the subjects Anatomy, Physiology, and Biochemistry. The curriculum includes lecturers, practical classes, and tutorials. The students were rearranged according to their academic performance. The academically weak students were encouraged to interact with their group members and to dissect the cadaver. The redistribution helped these students to overcome their reluctance to answer questions during the tutorials.

Confusion still exists about the anatomy to be taught to the medical undergraduate. We did an interview-based survey at the Melaka Manipal Medical College in Manipal, India, to try to evaluate the quantum of anatomy that should be taught to the medical undergraduate. The results suggest that excluding trivia and making anatomy more clinically oriented would be advantageous. A hybrid approach to anatomy including both problem-based learning and discipline-based curricula would be a better option than the regional or systemic approaches., (Copyright 2005 Wiley-Liss, Inc.)