ACB - DIMUNOVÁ, L. , MICHALKOVÁ, J., ŠTEFKOVÁ, G.Secected chapters of fundamentals health care. 1. vyd. Košice : Univerzita Pavla Jozefa Šafárika v Košiciach, 2017. 80 s. ISBN 9788081525445.

AEC - ZAMBORIOVÁ, M., ŠTEFKOVÁ, G. Developing key competencies in undergraduate nursing education. In: Pokroky v hodnocení klíčových kompetencí. - Ostrava : Ostravska univerzita, 2016. ISBN 9788074648663. S. 105 - 123.

AFD - ČEPOVÁ, E., ŠTEFKOVÁ, G., KOLARČIK, P., MADARASOVÁ GECKOVÁ, A.The level of health literacy among students of medical colleges in association with eating habits.In: Aktuálne problémy verejného zdravotníctva vo výskume a praxi III. Martin : Jesseniova lekárska fakulta v Martine, Univerzita Komenského v Bratislave, 2017. ISBN 9788089797219. S. 35 - 40.

The KEGA project has brought new forms of use of innovative multimedia technologies in practical and theoretical teaching of medical, medical and non-medical students, mainly students of general medicine, public health, nursing, physiotherapy and dentistry medicine. The aim of the project was to create, implement, apply and implement multimedia technologies in the teaching of university students, which enabled the evaluation of the impact and use of physical health factors. Physical factors can have a negative effect, including noise, ionizing and non-ionizing radiation, vibrations, shocks and other physical factors for health the state of man. Physical factors are factors that are widely used in medical practice for example, they can also have a positive effect with use in rehabilitation and physiotherapy - ultrasound, electric currents, laser, heat. The benefits of the project have increased students' knowledge, skills and abilities from various fields of medicine and modernized the profile of graduates. He actively implemented the project so-called self - evaluation model of the effects of physical factors in medical students, at the same time with evaluation of basic physiological health determinants. Subsequently, it was created online software model, assessed the impact of lifestyle, environmental and physical factors on a self-assessment scale students with the inclusion of possible reactions of physiological changes in the form of measured health parameters. The results of the project were significantly reflected in the practical skills of students in knowledge, which are necessary in assessing the effects of important etiological factors on the development of the disease. The output parts of the project include the creation of multimedia and printed scientific and educational outputs, in the form of publications, the practical application of a simple evaluation software in the evaluation of the exposure model and its evaluation in determining the human load physical factor. The project is also in accordance with the basic requirements of the EU on the so-called impact of the risk. In the frame of the project there have been 61 published papers including monographs, Current content articles and teaching textbooks.

KEGA project No.010UPJŠ-4/2021 2021 Implementation of multimedia technologies in teaching preventive interventions in medical and non-medical disciplines is aimed at the creation, introduction, application and implementation of multimedia technologies in teaching students (medicine, nursing, public health, physiotherapy and dentistry) of higher education institutions, which will enable the creation of intervention procedures in the prevention of chronic diseases, with a focus on cardiovascular diseases. Guidance on intervention procedures will also include interventions for the elimination of risk factors. The importance of knowledge of intervention practices is an essential element in disease prevention and therapy. The project should contribute to the improvement of the quality of undergraduate as well as postgraduate education and will improve the profile of all graduates in medical and non-medical disciplines of the Faculty of Medicine of UPJŠ, the creation of new multimedia technologies in the clarification of the acting cardiovascular factors, to contribute to the application of evidence-based medicine in practice, in the long term it should contribute to the reduction of the prevalence of diseases, and thus contribute to saving of funds for the expenditure of follow-up medical care in the occurrence of given diseases.

VVGS, IPEL - no. 2021-1862: Development of critical thinking in teaching process via electronic mind map. Nowadays the orientation of school education to the amount of memorized information still dominates. Higher cognitive processes as part of critical thinking are not firmly developed or accurately appreciated. The curricular reform in the Slovak Republic has officially created space for the development of one of the most required qualities of the future, namely the development of critical thinking. This creates an opportunity for students and teachers to receive and evaluate knowledge, clarify concepts and ideas, look for different perspectives and alternative approaches to problem solving. The concept of critical thinking in academia is not new, but there are no strategies and activities aimed at developing critical thinking among students (Derňárová, 2018, Duchovičová, 2017, Turek, 2003). A suitable teaching strategy is a mind map that develops and improves cognitive functions, supports critical thinking, facilitates the transition from theory to practice, and ultimately strengthens students' self-confidence. The benefit and importance of creating an electronic mind map as a method of teaching subjects in e-learning education is determined by evaluating a comprehensive overview of students' knowledge with the creation of their own critical judgment. Online active interaction between teacher and student visualizes the content of the curriculum and identifies gaps in students' knowledge. The aim of the project is to develop and support critical thinking among students in the educational process by co-creating the complex content of the curriculum through an electronic mind map in selected subjects. Key words in English: electronic mind maps, critical thinking, e-learning, students.