The Impact of a One-Day Multidisciplinary Workshop on Medical Students Self-Assessed Confidence, Knowledge, and Teamwork Skills: A Pre-Post Study

Dumitru Sutoi,1– 3 Daian Ionel Popa,2,3 Cristian Alexandru Cindrea,2,3 Cosmin Iosif Trebuian,1,4 Carmen Williams,3 Maria Sutoi,5 Adina Maria Marza,1,2 Florina Buleu,5,6 Bogdan Chiu,7 George Marin,7 Vlad Mulcutan Chis,7 Ionut Dudau,3 Darie Luca Sabau,7 Ovidiu Alexandru Mederle1,2 1Department of Surgery, Emergency Discipline, “Victor Babes” University of Medicine and Pharmacy, Timisoara, 300041, Romania; 2Emergency Municipal Clinical Hospital, Timisoara, 300254, Romania; 3Doctoral School, Faculty of General Medicine, “Victor Babes” University of Medicine and Pharmacy Timisoara, Timisoara, 300041, Romania; 4Emergency County Hospital, Reșita, Romania; 5Emergency County Hospital „Pius Brinzeu”, Timisoara, 300723, Romania; 6Department of Cardiology “Victor Babes” University of Medicine and Pharmacy, Timisoara, Romania; 7“Victor Babes” University of Medicine and Pharmacy, Timisoara, 300041, RomaniaCorrespondence: Daian Ionel Popa, “Victor Babes” University of Medicine and Pharmacy, Piata Eftimie Murgu, No. 2, Timisoara, 300041, Romania, Tel +40 746 912 660, Email daian-ionel.popa@umft.roBackground 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 0.8). 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.Keywords: self-confidence, medical leadership, medical education, medical workshop, medical students, teamwork