Introduction: Cadaveric dissection offers a spatial understanding of anatomical structures and fosters anatomy education through professional development. Cadaveric pathologies identified incidentally during dissection provide authentic learning environments, fostering early clinical encounters within CBME. This study explores the perceptions and experiences of first-year medical students with cadavers exhibiting pathological findings and examines perceived educational benefits and challenges. Methodology: A qualitative exploratory study was conducted with 30 first-year MBBS students. Purposive sampling was done with students who directly encountered pathologies during the dissection of three cadavers with breast cancer metastasis to lung and liver, pancreatic pseudopapillary carcinoma, and Monckeberg’s calcification of the splenic artery. Students were engaged in histopathological evaluation, case analysis, and peer presentations. Data was collected through focus group discussions followed by individual interviews. Thematic analysis of the data was done using Braun’s and Clarke’s framework. Results: Five themes emerged: (1) spatial orientation and anatomical mapping, (2) enhanced learning through real pathology, (3) facilitated learning through guidance, (4) early diagnostic thinking and clinical reasoning, and (5) curiosity-driven exploration. Students reported improved understanding, engagement and correlation of basic sciences with clinical concepts. Conclusion: Incidental cadaveric pathologies can help in transforming routine dissections into student-centred and clinically relevant experiences. Clinical reasoning, self-directed learning, teamwork, and professional identity formation can be promoted. Undergraduate education can be enriched through interdepartmental collaborations and by integrating incidental findings as cases into the regular curriculum.
Chandaka et al. (Thu,) studied this question.