Abstract
Medical secondary schools are a part of a stable educational system, from a long-term point of view. Considering the number of chemistry lessons, they are schools of non-chemical specialization.
The number of specialized subjects including chemistry in their anotations speaks the opposite. As a follow-up to a specialized practise connected to people as clients, didactical methods suitable for other schools of non-chemical specialization cannot be used when teaching chemistry on the above mentioned schools.
This thesis shows studies, which were performed on the specialized secondary schools of non-chemical specialization, indicates the possibilities of further researchs focused on medical schools and is the base for the disertation thesis dealing with this issue.