Background and Objectives: Medical workshops serve as interactive learning sessions that allow medical students to apply their extensive theoretical knowledge in a structured, low-stress environment. This study aimed to evaluate the impact of a self-developed multidisciplinary workshop on participants’ self-reported confidence, teamwork, leadership skills, and theoretical knowledge acquisition. Methods: The present study gathered data from 100 participants. Two surveys, each comprising three sections, were administered: a multiple-choice questionnaire (MCQ), with distinct versions for pre- and post-workshop assessment; a self-confidence questionnaire; and a non-technical skills questionnaire structured using a Likert-scale format. Results: Regarding self-assessed confidence, significant increases were observed across all workshop stations (p < 0.001, Wilcoxon signed-rank test), with all effect sizes classified as large (Cohen’s d > 0.8). In terms of theoretical knowledge, students demonstrated substantial improvement, with the median score increasing from 5.92 to 8.2, and no significant differences identified between study years (p = 0.895). Non-technical skills, including teamwork and leadership, were assessed using two questions each, revealing a statistically significant improvement in pre- and post-intervention (p < 0.001) with large effect sizes. Conclusion: This study demonstrated that the one-day multidisciplinary workshop increases medical students’ confidence by refining their communication skills, broadening their understanding of different roles in healthcare, and improving their ability to collaborate effectively.

BACKGROUND The COVID-19 pandemic prompted rapid changes in medical education, accelerating the adoption of online and distance learning methods as alternatives to traditional teaching. While these approaches offered logistical advantages, students worldwide reported significant limitations, particularly in terms of motivation, clinical exposure, and hands-on skill acquisition. Despite the increased use of digital teaching during the pandemic, core educational objectives and the mission of medical training remained unchanged, emphasizing the continued importance of practical experience. OBJECTIVE This study aims to investigate the impact of the COVID-19 pandemic on current teaching methods in medical education and to explore students’ perceptions of online learning, telemedicine, artificial intelligence, and other modern educational alternatives. METHODS This observational, cross-sectional multicentric study surveyed a cohort of Romanian medical students using a self-developed 48-item online questionnaire distributed via social media. Data were collected over 6 weeks (February-March), yielding 451 responses, of which eligible participants included students in clinical years or preclinical students interested in surgical or orthopedic careers, with a heavy representation of the Medicine and Pharmacy University of Timisoara. Statistical analysis was performed using Microsoft Excel and JASP (University of Amsterdam; version 0.95.4). RESULTS A total of 436 responses were analyzed, with students favoring online or hybrid formats for lectures but preferring on-site teaching for practical training. Reduced patient interaction and limited skill acquisition were the main drawbacks of online practical education. Acceptance of hybrid learning correlated with more positive perceptions of teaching methods and a lower perceived desire to cheat. CONCLUSIONS The COVID-19 pandemic brought significant changes to the way medicine is being taught in Romania, but it also brought a clearer picture for students and medical staff on how they want medical education to be done. Online cheating remains a significant challenge, but it is being tackled at the moment with different algorithms being tested.

Background: The COVID-19 pandemic prompted rapid changes in medical education, accelerating the adoption of online and distance learning methods as alternatives to traditional teaching. While these approaches offered logistical advantages, students worldwide reported significant limitations, particularly in terms of motivation, clinical exposure, and hands-on skill acquisition. Despite the increased use of digital teaching during the pandemic, core educational objectives and the mission of medical training remained unchanged, emphasizing the continued importance of practical experience. Objective: This study aims to investigate the impact of the COVID-19 pandemic on current teaching methods in medical education and to explore students’ perceptions of online learning, telemedicine, artificial intelligence, and other modern educational alternatives. Methods: This observational, cross-sectional multicentric study surveyed a cohort of Romanian medical students using a self-developed 48-item online questionnaire distributed via social media. Data were collected over 6 weeks (February-March), yielding 451 responses, of which eligible participants included students in clinical years or preclinical students interested in surgical or orthopedic careers, with a heavy representation of the Medicine and Pharmacy University of Timisoara. Statistical analysis was performed using Microsoft Excel and JASP (University of Amsterdam; version 0.95.4). Results: A total of 436 responses were analyzed, with students favoring online or hybrid formats for lectures but preferring on-site teaching for practical training. Reduced patient interaction and limited skill acquisition were the main drawbacks of online practical education. Acceptance of hybrid learning correlated with more positive perceptions of teaching methods and a lower perceived desire to cheat. Conclusions: The COVID-19 pandemic brought significant changes to the way medicine is being taught in Romania, but it also brought a clearer picture for students and medical staff on how they want medical education to be done. Online cheating remains a significant challenge, but it is being tackled at the moment with different algorithms being tested.

Background: The rapid integration of artificial intelligence (AI) into medical education has transformed learning environments and educational strategies. Understanding medical students’ perceptions regarding the educational utility, clinical applicability, and ethical implications of AI tools is essential for guiding their responsible integration into modern medical curricula. Methods: A cross-sectional online survey was conducted among medical students across all six study years at Victor Babeș University of Medicine and Pharmacy Timișoara in May 2026 using a modified, validated instrument. Questionnaire domains demonstrated good-to-excellent internal consistency (Cronbach’s α=0.80– 0.94). Data from 374 valid respondents were evaluated using non-parametric Kruskal–Wallis tests with Holm–Bonferroni-adjusted Dunn’s post-hoc contrasts and multivariable ordinary least squares linear regression. Results: Overall, 95.98% (n=359) of students reported prior AI use, and 62.56% (n=234) indicated frequent or daily utilization. Students reported the highest agreement for AI saving time during information retrieval (83.42%) and assisting in understanding medical concepts (74.33%). Cross-sectional comparisons identified significant differences across study years for five items (ϵ²=0.031– 0.052), including higher perceived time savings (p_adj=0.007) and effort reduction (p_adj=0.040) among 6th-year compared to 3rd-year students. In multivariable linear regression adjusting for demographic and academic covariates, a positive attitude toward AI was a strong independent predictor of perceived clinical utility (B=0.899, SE=0.042, β=0.755, p< 0.001, R²=0.577). Conclusion: Romanian medical students demonstrated high familiarity with AI applications and favorable perceptions of their educational and clinical utility, with positive attitudes strongly predicting perceived clinical usefulness. Cross-sectional variations emerged across specific items and study cohorts. Persistent concerns regarding accuracy, reliability, and academic overdependence highlight the need for structured AI literacy curricula and clear institutional guidelines.