English summary: ENTERTAINING IN TEACHING - NEEDLESS OR SPICING? Entertainment as a part of teaching is a rarely studied and published issue. Only the dimensions of humour and teachers' teaching behaviour have been previously studied. Initially in this study, 29 medical teachers were questioned as to how they conceptualize "entertainment in teaching". On the basis of the qualitative material obtained, a questionnaire was compiled consisting of twenty items and a five-digit Likert scale that 75 teachers and 250 students completed. A versatile questionnaire for measuring entertainment in teaching was created, which brought up four distinct dimensions; humour and entertainment, seriousness in teaching, use of teaching technology, and contradiction between entertainment and learning. Both students and teachers saw entertaining in teaching as positive, but definitely still valued learning more than entertainment. Some minor differences appeared: between men and women, and between students and teachers. Students appreciated humour and entertainment more than teachers and women did. Women, especially female teachers, found that an inspiring study atmosphere helps learning. Our study suggests that it is favourable to insert humour and inspiring methods of presentation into medical education. We encourage teachers to create, with relaxing behaviour, an inspiring atmosphere for study. These findings were generally similar to those of previous international studies, except that these showed no gender differences and that humour was more appreciated by students than by teachers. A new large-scale study is needed to validate these findings.