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Hemorheology is multidisciplinary and strongly needs intuition, associative skills of synthesizing knowledge. Therefore, we believe that the education of its fundamentals is an important task. Opportunities to get experiences, collect ideas and increase knowledge in the field of hemorheology include conferences and congresses, summerschools, workshops, laboratory visits, study trips, reading review articles, handbooks [1–7], guidelines [8], visit internet forums, education pages, educational examples [9] and sporadically there are university seminars and courses, too. National, continental and international biorheological and hemorheological societies play a highly important role enforcing and distributing this science both in its basic research and clinical research relations. In the last couple of years, gap-filling guidelines and handbooks have been published that also help to obtain widening hemorheological knowledge, distributing its principles, concepts and methods [4, 6, 8]. However, in the medical education there is a lack of hemorheological intention, although many anatomical, physiological, biochemical, molecular biological and pathophysiological relations are well known for the students, too. Synthesis of that knowledge, information on hemorheological variables and interrelation may provide a kind of hemorheological and microcirculatory intention in the diagnostic and therapeutic attitude as well.

Experiences and concerns on teaching basics of hemorheology at the Department of Operative Techniques and Surgical Research in Debrecen, Hungary