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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.