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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.