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The article describes an innovative classroom teaching method known as blunder lecture for first-year medical students. The method is a lecture where the lecturer deliberately makes blunders and students spot the blunders using their prior knowledge. This lecture was planned to make students learn a few topics by themselves and to have a slightly different environment in the class. Students were asked to study the anatomy of themselves before attending the blunder lecture. They were also informed that the next day there would be a blunder lecture and they would have to spot the blunders during the lecture and discuss them with other classmates in the class.

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.