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Objective: The aim: Is scientific substantiation of introduction of innovative technologies in the process of training future specialists in physical therapy and ergo therapy (occupational therapy)., Patients and Methods: Materials and methods: We used following set of theoretical research methods: analysis and synthesis of scientific and scientific-methodical literature, which made it possible to identify existing contradictions, to formulate the specifics of the introduction of innovative technologies in the process of training of future specialists in physical therapy and occupational therapy and to find possible ways of its improvement. We also used generalization and systematization of research data, which allowed to form the theoretical and methodological basis of the study. We performed a synthesis of scientific theories, approaches and concepts to identify favorable conditions for the formation of future specialists in physical therapy and occupational therapy. Among empirical methods we used observations and surveys., Conclusion: Conclusions: Our research shows that the use of such interconnected innovative pedagogical technologies as: technologies of personal and professional development, technology of full acquisition of knowledge, information and communication technologies, exploratory research technologies and technologies of contextual education contributes to the effective implementation of the educational process of training specialists in physical therapy and occupational therapy in a medical school.

Objective: The aim: Of article reveals the essence of the matter of scientific substantiation of theoretical concepts of pedagogical characteristic of natural-science competence of physical therapy specialist to be and stages of its formation., Patients and Methods: Materials and methods: To achieve an object of the research a complex of research methods was used, in particular, theoretical ones: analysis and synthesis of scientific andmethodic literature, methodic and normative documents ; synthesis and systematization of research data; synthesis of scientific theories, approaches and conceptions to define the conditions of education of physical therapy specialist to be; empirical methods: observation and questioning., Conclusion: Conclusions: In process of the research were defined: step-by-step specific features of natural-science education process, functions , typical activity tasks and types of skills of physical therapy specialist to be which made it possible to define the criteria of the formation of natural-science competence and formulate their competence characteristics. The developed criteria and indicators made it possible to substantiate the development of phased substance of natural-science education of physical therapy specialist to be at higher educational institution.