## 2 Materials and Methods  
Participants: In order to obtain a representative sample, we invited in this study students at Medicine and Dental Medicine from all main Romanian Universities and all years of study. They are the target beneficiaries of educational strategies, and it is important to know their opinions about different teaching tools and to understand the objective reasons which lead them to such opinions. Such knowledge is mandatory to customize efficiently the teaching process in order to make it more suitable to the students' real needs and expectations and to help them to learn easier and better. We managed to collect the opinions of five hundred fifty-one students at Dental Medicine or General Medicine,belonging to all years of study, from four main Universities in Romania (Iasi, Craiova, Timisoara and Cluj-Napoca). The sample size is satisfying, because it was validated according to the formula for a finite population, where the margin of error is 5%, the confidence level is 95%, and the population size equals 63,216 of Romanian students enrolled in 2020-2021 at Faculties of Health and Social Assistance. Based on the sample size calculation, our study required a minimum of 382 participants. Data collection: Students were invited to complete anonymously online a 17-item questionnaire in which they expressed their general opinion on the usefulness of using multimedia resources in the learning process and their comparative views regarding specific features of four types of instructional materials used in university education: classic oral presentations, PowerPoint presentations, educational videos and online documentary sources (Appendix A). The features surveyed and quantified for each teaching tool were efficacy (utility, value and completeness), scientific rigor, capacity for synthesis, clarity and ability to arouse the interest. The questionnaire was presented and explained separately to each subject, along with the research goals. The students were asked to specify their level of agreement for each item on a 5-unit Likert scale (1 = total disagreement, 5 = total agreement); responses were centralised by calculating overall agreement scores for each of the investigated teaching tools (RMT = agreement score for the classic oral presentations, RMP = agreement score for the PowerPoint presentations, RMF = agreement score for the educational videos and RMO = agreement score for the online documentary sources). Furthermore, in order to characterise the extent to which students generally agree to use digital resources, they were proposed four distinct categories of activities that can be carried out using Internet services (information, communication, entertainment and domestic facilities), which they were asked to rank in order of preference (Appendix A). Questionnaire: The questionnaire was adapted and developed starting from the models already existent in the scientific literature [42; 43; 44; 45]. Its validity and reliability were assessed using several methods (expert opinion, item analysis, Kaiser-Meyer-Olkin coefficient, Bartlett test and factor analysis); the Cronbach's alpha reliability coefficients were 0.970 (the items concerning classic oral presentations), 0.955 (the items concerning PowerPoint presentations), 0.959 (the items concerning educational videos) and 0.965 (the items concerning domestic facilities). On these bases, the questionnaire was considered suitable for being applied in our study. Variables: The study's variables were the students' answers to the questionnaire and their agreement scores for the 4 teaching tools investigated, which were analysed comparatively by gender, age group and preference for using Internet services. Statistical analysis: The data from the questionnaire were recorded in a data file in SPSS 29.0 (SPSS Inc., Chicago, IL, USA) for Windows. The answers to each item were characterized through frequency distributions and contingency tables. The numerical variables were characterized through descriptive statistics (mean, standard deviation, range and median).