| Sumario: | Introduction: Apart from having relevant basic knowledge, Malaysian medical students' readiness to learn medicine is contentious in terms of their motivation, maturity and learning behaviours. An introductory module referred to as the Language in Medicine (LiM) has been designed and implemented for students before they progress to learn about basic and clinical sciences. This study explores users' perspective towards the LiM module. Methods: The eight-week LiM module encompasses four main themes, which are: (a) Icons in Medicine; (b) Good science, bad science; (c) Traditional cure and socio-cultural values; and (d) End of life issues. The implementation was based on a flipped classroom. Students' feedback was collected using a self-administered questionnaire in the Moodle platform. Results: The analysis reported average ratings for lectures, online lessons and site visits to be 5.15, 4.68, and 4.94, respectively, over 6.00. Students' feedback toward the online lessons verified the benefits of flipped classrooms, where students prepared for lectures via online lessons at their own pace. Conclusion: LiM is a flipped-classroom introductory module that helps to reduce students' shyness, and to foster a greater understanding of values in medicine, before students' progress to learn about basic and clinical sciences. The analysis of the data has identified shortfalls, which require further work to improve the module.
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