Competence approach in the training of future occupational therapists makes it possible to determine the degree of readiness of students for purposeful professional activity. Assessment of the acquisition of competencies by university students remains a serious problem that requires discussion after the application of various assessment methods in the educational process. The purpose coverage of the component of professional competencies and criteria for their evaluation in the teaching of occupational therapy based on the French experience. Material and methods. In this paper we studied professional competencies of a French occupational therapist to obtain a state diploma "Occupational Therapist". We used the following methods: analysis, generalization and systematization of information of scientific and methodical literature. Results and discussion. Training in occupational therapy is carried out at the departments of physical therapy in the specialty 227 – "Physical Therapy, Occupational Therapy", which provides two specializations: 227.1 – "Physical Therapy" and 227.2 – "Occupational Therapy". Thus, the component of professional competence is a structural component of the educational program for the training of competent professionals who are able to use the acquired knowledge, skills and abilities in practice. In 2019, the Commission of Specialists at the Ministry of Education and Science of Ukraine developed a draft educational and professional training program for occupational therapists. In this project, professional competencies are divided into 5 professional competencies of the specialty and 14 professional competencies of the specialization. In order to receive a state diploma in occupational therapy, the Decree of the Ministry of Social Affairs and Health of France prescribes ten professional competencies that must be mastered by a future specialist. At the same time, this document contains criteria for assessing the student's acquisition of these competencies. This Decree contains the following criteria for assessing professional competencies: “What allows us to say that the skill has been mastered? What exactly do we want to check? What visible signs of a student's acquisition of competence can be observed? What are the signs of good results?” Conclusion. Professional competencies and criteria for their evaluation, which form the basis of training occupational therapists in France, can be considered a complex multidimensional education, which was formed in the process of acquiring professional education and is a powerful motivating factor for training competitive professionals, which direct the perception of goals, values, content, results and features of this activity. This experience of the French school can be useful for the preparation of educational and professional, syllabus and work programs in occupational therapy
Keywords: professional competence, evaluation criteria, occupational therapy
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