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The article is devoted to the study of regulatory and legal support of the process of formation of natural and scientific competence of future specialists in physical therapy and ergotherapy at the professional and adaptive stage of training of the second (master's) level of higher education. The process of natural and scientific training of a specialist in physical therapy and ergotherapy should take into account cause-and-effect relationships and dependencies that appear in the form of leading trends and determine the strategy of this process. These include: humanization, fundamentalization, humanitarization, interdisciplinary and interscientific nature of knowledge, intellectualization. Modern natural and scientific training of a future specialist in physical therapy and ergotherapy is studied by us through a set of scientific ideas, which include the following ideas: optimization of natural and scientific training, formation of the functionality of natural and scientific knowledge, integration of educational disciplines and health-keeping. We conducted a structural analysis of the set of discipline programs of normative and selective parts of natural and scientific training of future specialists in physical therapy and ergotherapy basing on an algorithm that allowed us to unify the requirements for natural and scientific discipline programs and to develop a multi-subject matrix of the content of this training. There were analyzed the content and professional orientation of natural and scientific disciplines, such as «Modern Medical and Biological Methods of Restoring the Functional State in Physical Culture, Sports and Rehabilitation», «Information and Communication Technologies in Natural and Scientific Training», and «Natural and Scientific Foundations of Health-keeping», their place in the system of training of physical therapy and ergotherapy specialist is determined. [ABSTRACT FROM AUTHOR]

The article describes the criteria, indicators and levels formation of natural and scientific competence of future specialists from of physical therapy and occupational therapy in the process of professional training in modern higher education institutions. A number of criteria are proposed, including: personal and motivational, cognitive, integration-content, information-communicative, operational, health-care and professional-reflective. For a number of indicators and levels are distinguished for each criterion (elementary, basic, sufficient and creative) formation of natural and scientific competence of future specialists. The personal and motivational criterion evaluates the formation of motives for studying natural and scientific disciplines, attitudes towards them, the presence of a motivational attitude towards professional rehabilitation activities. The integration-content criterion is aimed at evaluating the degree possession of interdisciplinary and transsubjective knowledge in the field of natural sciences, as well as the formation of integral knowledge about the essence and the content of the professional natural and scientific activity of the future specialist physical therapy and occupational therapy. [ABSTRACT FROM AUTHOR]

Resume. Introduction. In epoch of global social, economic and demographic crisis a problem of the health level of the population, its maintenance and incresing becomes more relevant. It is a sociomedical problem that requires an immediate solution. It causes a need for the development of a system of education of physical therapists to be. The aim of the study is to develop and scientifically prove the theoretical concepts of methodical system of education of physical therapists to be. Materials and methods. To secure the aim a set of research methods is used. In particular, the authors used theoretical methods: historical-comparative and logical, terminological, quantitative-qualitative (bibliometry), generalization, analysis and synthesis, modeling; empirical: observation and interview. Conclusions. The authors developed and theoretically proved the methodical system of education of physical therapeutists to be at higher educational institutions. The system includes the principles of active approach; the ideas of cognitive theory about the model types of of cognitive activity, in particular the idea that an education is a process of formation of thinking; the idea of competence approach about the opportunity of objective quantitative assessment of the level of readiness according to the proved targets of educaction; the conception of collective education the essence of which lies in creating of specific conditions for exchange of information, knowledge and experience of the students; the conception of problem education the essence of which lies in acquiring of knowledge and skills in process of professional activity. [ABSTRACT FROM AUTHOR]