Background: Academic stress is highly prevalent among healthcare students and is frequently associated with impaired sleep quality and maladaptive eating behaviours. Universities are increasingly recognised as settings that can actively support student wellbeing through curriculum-embedded health practices, giving structured exercise programmes both clinical and educational relevance. Objective: To evaluate the effects of a 7-week kinesioprophylactic exercise programme on perceived stress, sleep quality, and eating behaviour in healthcare students, and to assess its potential as a feasible wellbeing strategy within health-professional curricula. Method: A prospective randomised controlled study with two parallel groups involved 50 second-year students (mean age 20.84 ± 0.61 years), randomly allocated to an experimental group following a supervised 7-week exercise programme (3 sessions/week, 50–60 min each) or a control group maintaining usual lifestyle. Assessments used the PSS-10, PSQI, and DEBQ at baseline and post-intervention. Results: Significant within-group reductions in perceived stress were observed in both groups (p < .001). A significant improvement in sleep quality was found within the experimental group only (p = .016). No significant between-group differences were found at post-test for any outcome. Eating behaviour remained stable across both groups. Adherence was 93%. Conclusions: A short-term kinesioprophylactic programme is feasible, safe, and well accepted by healthcare students, supporting positive trends in stress and sleep outcomes. These findings support embedding structured physical activity within health-professional curricula as part of institutional wellbeing strategies, while underscoring the need for longer interventions, larger samples, and educational outcome measures in future research.

Background/Objectives: Empathy is a fundamental component of patient-centered care and plays a critical role in the physician–patient relationship. This study aimed to evaluate empathy levels among undergraduate medical students at a medical university in Romania, examined from a Medical Humanities perspective, and to analyze how these scores are distributed according to gender, academic year, clinical stage, and direct experience with patient contact. Methods: A descriptive, cross-sectional study was conducted among 209 undergraduate medical students across all six academic years. Empathy levels were assessed using the Romanian-language version of the Jefferson Scale of Empathy—Student Version (JSE-S). Differences in empathy scores were analyzed using independent samples t-tests and a one-way analysis of variance (ANOVA) with Tukey Honestly Significant Difference (HSD) post hoc comparisons. Statistical significance was set at an alpha level of less than 0.05. Results: Internal consistency of the JSE-S total scale was good (Cronbach’s α = 0.829). The overall mean total JSE-S score was 107.34 ± 14.34. Female students demonstrated significantly higher empathy scores compared to male students (109.92 ± 13.10 versus 99.37 ± 15.20; t = 4.450; p < 0.001; Cohen’s d = 0.77). No statistically significant differences were found between preclinical and clinical stage students (106.84 ± 14.75 versus 108.98 ± 12.90; p = 0.363; Cohen’s d = −0.15), between students with and without direct patient contact (108.20 ± 14.14 versus 104.48 ± 14.78; p = 0.115; Cohen’s d = 0.26), or across the six academic years (F = 1.614; p = 0.158; partial η² = 0.038). Conclusions: Medical students demonstrated moderate-to-high empathy levels, with gender representing the only statistically significant demographic factor. The absence of major differences across academic-year cohorts and clinical exposure suggests that empathy levels were comparably represented across the different stages of training within this cross-sectional sample. These findings contribute descriptive data on empathy levels among Romanian medical students and highlight gender as the main factor associated with variation in empathy scores in this sample.