Abstract:The article is devoted to the study of the pedagogical competence of teachers of higher medical school. Appeal to the study of this question is caused by the spread of the competence approach in the system of professional development of teachers of higher medical schools of Russia. The aim of the study is identification of teachers’ level of the formation of the pedagogical competence having pedagogical or medical education, working in humanitarian or clinical departments of higher medical school. The objectives of the study were determined as investigation of the capacity of teachers to recreate in a text a pedagogical situation, occurred in teaching practice and skills of teachers to formulate a pedagogical task on its basis; the ability of teachers to pedagogical reflection; study of teachers’ skills to interpret and apply the theoretical knowledge in pedagogy and psychology of higher school in teaching practice. To achieve the objectives of the study and its tasks follow methodical tools were developed: the method “Pedagogical situation: from the experience of monitoring of educational process”, the method “Reflective analysis of the process of education of students”, the questionnaire “The purpose in teaching” and the questionnaire “Conceptual framework of psychology of higher school”. For proof of statistical significance of the results of the study quantitative methods of processing of the experimental data with the use of «t-criterion of Styudent» were used. The results of the study allow us to conclude that the teachers of the clinical departments have standardized level of development of the pedagogical competence corresponding to the adaptive level of efficiency of pedagogical activity; teachers of the humanitarian departments can be characterized by the methodological level of efficiency of the pedagogical competence, which corresponds to locally simulating level of productivity of teaching. 
Key words: pedagogical competence, ability to detect a pedagogical situation, ability to pedagogical reflection, ability to interpret and apply pedagogical and psychological knowledge.