A grafting techniques or using various synthetic and biological dressing also widely used to protect the wound area. There are 8 peptides with differential antimicrobial activities contained in Odorrana hosii’s skin secretion. However, to our best knowledge no study has been scientifically conducted to reveal the value off this species on wound healing. Primarily, the aim of this study was to look at the potential use of O. hosii’s skin as a biological dressing in wound healing management. This study assessed the wound healing in rat compared between wound grafted with O. hosii’s skin and wound treated with normal saline dressing. Histological examination was done to assess the wound healing activities after 14 days. The result shown, both wounds which were treated with O. hosii’s skin and untreated wound heal completely on day 14 as the epidermis and dermis completely close. Histologically, the percentage of neutrophils, macrophages and fibroblasts, were reduced on day 14. However, wounded skin, which was treated with O. hosii’s skin, had better healing quality as more new tissues and hair follicle regrowth compared with the untreated wound. It is suggested that poison gland in the O. hosii’s skin did not harm the wounded rat skin, instead, poison that act as defensive mechanism can help the species to fight the pathogen on the wound.

This study aimed to explore the perception of year two preclinical medical students towards flipped classroom over conventional teaching method through qualitative and quantitative approaches. The study involved 110 year two preclinical medical students at the Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak from October 2020 to January 2021. Five one-hour pathology lectures were divided into two parts covering different topics of the lecture. The first half hour used conventional teaching, while the second half hour used flipped classroom. Student feedback was collected through a 19-item, self-administered questionnaire comprising 15 quantitative questions in three structured instruments and four qualitative open-ended questions. The score for mean perception of flipped classroom was significantly different according to place of residence while the mean knowledge acquisition score was significantly different among students using different internet sources. In addition, for examination preparation, slightly more than one third preferred traditional classroom. Six aspects of improvement on flipped classroom were identified: learning materials; teaching methods; quality of resource materials; class activity and interaction; choices of topics for flipped classroom; and time, pace, and atmosphere of lessons. Three aspects of significance of flipped classroom were captured, which included facilitating understanding and revision; flexible time, ability to ask and answer; and ability to share, focus and identify mistakes. A flipped classroom shows much potential in medical education. Future studies on feedback from students are needed to improve the flipped classroom to suit the Malaysian context.