Tehran University of Medical Sciences Journal of Medical Ethics and History of Medicine 2008-0387 14 0 2021 07 13 731 731 EN Mahboobeh Khabaz Mafinejad Assistant Professor, Department of Medical Education, Education Development Center, Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran. Mohammad Taherahmadi Students' Scientific Research Center (SSRC), Tehran University of Medical sciences, Tehran, Iran. Fariba Asghari Associate professor, Medical Ethics and History of Medicine Research Center, Tehran University of Medical Sciences, Tehran, Iran. Kobra Mehran Nia Assistant Professor, Department of Anatomy, Tehran University of Medical Sciences, Tehran, Iran. Saeeid Reza Mehrpour Associate Professor, Department of Orthopedics and Trauma Surgery, Tehran University of Medical Sciences, Tehran, Iran. Gholamreza Hassanzadeh Professor, Department of Anatomy, Tehran University of Medical Sciences, Tehran, Iran. Parisa Farahani Students' Scientific Research Center (SSRC), Tehran University of Medical sciences, Tehran, Iran. Reza Hosseini Dolama Students' Scientific Research Center (SSRC), Tehran University of Medical sciences, Tehran, Iran. 2020 03 28 2021 07 12 This study was designed to facilitate freshman medical students’ adaptation to the dissection room and familiarize them with the related ethical codes. Single-group post-test design research was conducted at Tehran University of Medical Sciences in 2018 - 2019. The program began with a brief explanation of the necessity of the subject, and after a documentary film was shown, the principles of professional and ethical behaviors in the dissection room were discussed by a panel of experts. In the end, a valid and reliable evaluation questionnaire (Cronbach's alpha coefficient = 0.89) was distributed among the students. A total of 129 questionnaires were completed and returned. Overall, 94.4% of the students believed that the program provided an excellent opportunity to reflect on professional behaviors during practical anatomy sessions. In addition, 92.8% of the students believed that they would use the ethical points mentioned in the program in the future. Content analysis of the open questions produced three main categories: "motivating learning", "application of theory in practice" and "changing the attitude toward responsibility". The results indicate that adequate preparation for cadaver dissection sessions and learning about professional behavior codes in the first exposure can help medical students to better understand the principles of professional behaviors.   https://jmehm.tums.ac.ir/index.php/jmehm/article/view/731 https://jmehm.tums.ac.ir/index.php/jmehm/article/download/731/371