Summary:The goal of this article is to critically evaluate, what role the impeachment plays in the U. S. Constitutional system and how it contributes to ensuring accountability of elected officials in the USA. To this end, the author will provide a short overview of the development of the institution of impeachment, discuss the current regulation of impeachment in the U. S. Constitution and the application of impeachment in practice, assessing its efficiency and role in the constitutional system. Finally, the conclusions will be reflected upon from the viewpoint of the Czech Constitutional system and its model of constitutional accountability.

Rola zasadniczych wymagań demokratycznego państwa prawnego w praktyce konstytucyjnej Republiki Czeskiej. Kiedy definiujemy treść istotnych elementów demokratycznego państwa prawa, należy wziąć pod uwagę w szczególności fakt, że ta koncepcja odgrywa pięć moż­liwych ról w systemie konstytucyjnym Republiki Czeskiej: klauzula wieczności, ramy odniesienia w przeglądzie konstytucyjnym, materialny rdzeń konstytucji, tożsamość konstytucyjna Republiki Czeskiej oraz zestaw podstawowych wartości czeskiej konstytucji. Niezbędne elementy demokra­tycznego państwa prawa, w związku z ideami założycielskimi Konstytucji Republiki Czeskiej, za­wierają element uniwersalny i szczególny. Trudno sobie wyobrazić tożsamość konstytucyjną, która tylko powiela konstytucyjne tożsamości innych państw, z drugiej strony nawet w czeskiej tożsa­mości konstytucyjnej z pewnością jest miejsce dla czeskich twórców konstytucyjnych, by zaakcep­tować uniwersalne zasady uznane w rodzinie zachodnich demokracji. To dalej określa szczególne zasady rozumiane jako podstawowe elementy demokratycznego państwa prawa w rozumieniu art. 9 ust. 2 czeskiej konstytucji.

Clinical legal education is a quickly growing and developing concept. Even in countries with traditionally conservative approaches to legal education and within very traditional institutions, we can observe significant growth of legal clinics. Throughout the Western Europe, which was considered to be the last holdout in the worldwide acceptance of clinical legal education,many new legal clinics are being founded, changing the traditionally theoretical approach to legal education. Does it mean that the global environment of legal education is changing? What are the sources of this unprecedented spread of legal clinics? And what will be the consequences of this trend for legal education in a broader sense? I will endeavor to answer these questions mostly from the Czech and European perspective with a goal to bring some inspiration in a global context. In the end, I would like to share the surprising insights about clinical legal education I have gained at the conference dedicated to judicial independence and accountability.

is concerned with issues of clinical practice guidelines (CPGs) as viewed from different perspectives, included medico-legal and ethical. The medicolegal aspects of health care have been becoming more important for both health care professionals and lawyers. Inspired by interprofessional education models, we developed innovative problem-based learning sessions focused on CPGs. One of the most important activities of the centre is education, thus, a new comprehensive educational program (CEP) has been developed to disseminate information about CPGs. LEARNING OBJECTIVES (TRAINING GOALS):1. Identify different implementation strategies. 2. Get inspired by innovative medico-legal problem-based learning. METHODS: We developed the CEP focused on various aspects of CPGs, and many workshops and lectures have been held since 2008. A new interprofessional medico-legal problem-based learning program focused on the legal aspects of CPGs has been developed for both medical students and students of law and held in November 2009 for the first time. The case is based on the judgment of the Supreme Court of the Czech Republic, and different problems are identified by medical and law students during the problem-based learning sessions. This new object will be listed in standard curriculum of the Medical Faculty as well as the Faculty of Law from 2010/2011. RESULTS: Interprofessional medico-legal problem-based learning program focused on legal aspects of CPGs for medical (n ϭ 4) and law (n ϭ 4) students, a pilot version. Medico-legal PBL as an optional object in 2010/2011. Evaluation of the CEP.

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