Abstract The introduction of physiologically and therapeutically effective drugs in anaesthetic treatment has meant a significant change. Their discovery has thus contributed to a minimisation of their negative effects on a living organism. As a result, anaesthesiology has become more controllable and safer. These new drugs translate into more comfort for the patient in the course of anaesthesiology as well as his or her rapid recovery resulting in a shorter period of hospitalisation. The research of new physiologically and therapeutically effective substances is a pre-requisition of a potential higher standard of medical care. Older substances, e.g. Alkuronium and Gallamin, which, due to their undesirable effects, have come out of use, have lost their significance. Nowadays, these substances have been generally replaced by substances with an intermedial effect, e.g. Rokuronium and Cisatrakurium, which, compared with Alkuronium and Gallamin, show a minimum of undesirable effects. One of the foremost objectives of the current pharmaceutical research is to find a replacement of Sukcinylcholin, which, in spite of its known side effects, has had a non-substitutable position in urgent intubation. As a result, its use is limited to out-patient application and a certain selection of patient categories. Let us hope that we shall see a replacement of Sukcinylcholin being introduced in treatment in the near future. This would mean a final solution of problems arising from its side effects limiting its scope of application.

My PhD study 'Educational application of models of complex biochemical processes' discusses the possibility of integrating simple bioorganic teaching experiments, modelling complex biochemical processes in living systems into a curriculum of secondary schools, and universities, and even elementary schools in some cases. The aim of these experiments is simplified, but illustrative and appropriate for approaching complex problems of biochemical processes in a transparent experiment, running in spite of conditions comparable to real natural clauses in a living system. The theoretical part is divided into three thematic circuits: biochemistry and bioorganic chemistry, bioorganic models and their characteristics and selected specific forms of applying bioorganic models into teaching chemistry. The next part dealing with bioorganic models and their characteristics is further divided on the base of some specific models. These are consisted of models of enzymes and their catalytic activity, models of biochemical reactions and antidotal and toxic substances affecting life-forms and their carcinogenic efficiency. The practical part contains methodic treatment of six selected models that demonstrate specific biochemical processes or structure of complex organic compounds. These models include modeling biuret...