Growing evidence supports the use of reflective writing activities centered around the human cadaveric dissection experience to support and assess elements of medical student wellness. Dissection may promote personal and professional development, increase resilience, and foster a sense of connection and community. This study employed a qualitative analysis of a reflective writing exercise to explore the question: "What is the impact of the cadaveric dissection anatomy experience on the personal and professional development of medical students?" This cross-sectional study was conducted at the conclusion of the first-year anatomy module. A total of 117 United States allopathic medical students were given a questionnaire designed to elicit the students' experiences and introspection. The exercise included four reflective questions that were provided to 20 groups of six students. Grounded theory analysis was used to explore themes that arose in students' responses. Participants exhibited several common reactions to cadaveric dissection. After analyzing all responses, 266 unique open codes were identified for all four questions. These open codes were sorted into ten distinct axial codes, which are broader categorical themes of open codes. The aims of our study were to identify themes that emerged as students reflected on the impact of their dissection experience using reflective writing as a tool to capture these themes and to gather information to inform pedagogical methodologies. The researchers observed that the educational effects of dissection captured in the reflective writing resembled those found in other areas of medical education that emphasize professional identity formation and important humanistic qualities. Anat Sci Educ 14: 658-665.

INTRODUCTION Growing evidence supports the potential activities such as memorial services and reflective writing centered around the human cadaver dissection (HCD) experience to support elements of medical student wellness. These activities promote psychological and professional development, increase resilience, protect against burnout and foster a sense of connection and community. This study is a qualitative analysis of a reflective writing exercise utilizing grounded theory to answer the question: “What is the impact of the first‐year HCD on medical students’ personal and professional development?” METHODS This qualitative cross‐sectional study was conducted at a medical school in the Southeastern United States. The study population consisted of 117 first year medical (M1) students, 70 males and 47 females, concluding their HCD module. A narrative reflection tool consisting of four reflection questions was designed to address the emotional elements of students’ HCD and promote introspection. The questionnaire was provided to twenty groups of 5–6 first‐year students. Grounded theory analysis was used to explore themes that arose in the students’ responses. RESULTS Participants exhibited several common initial reactions to HCD. Reflections commonly included themes of gratitude, awareness of one’s own mortality, appreciation for health and lifestyle, and recognition of the benefits of tangibly learning intricate anatomical details. After analysis of all team responses, a total of 266 unique open codes were identified for all four interview questions. These open codes were sorted into ten distinct broader axial codes, some of which had 2–3 sub‐themes. CONCLUSION Our study’s timely findings may inform anatomy program stakeholders as they face increasing pressure to decrease or eliminate HCD as part of curricular reform. HCD offers medical students holistic growth opportunities that are less impactful when encountered through alternative technologies. Institutions utilizing HCD should maximize this high‐yield, easy‐to‐implement opportunity to foster medical students’ professional identity development. Primary Themes and Subthemes Theme Subtheme 1. Gratitude No subthemes 2. Patient’s Story No subthemes 3. Learning Anatomy 3.1 Lessons from my Donor 3.2 Tangible/Tactile Learning 3.3 Disease Process 3.4 Visual Learning 4. Diagnosis 4.1 Critical Thinking about Dx 4.2 Diligence 4.3 Creativity 5. Humanity’ and Compassion No subthemes 6. Reflection No subthemes 7. Career Development as a Physician No subthemes 8. Lifestyle and Prevention 8.1 Body Appreciation 8.2 Preventing Disease 9. Empathy No subthemes 10. Mortality No subthemes