It is substantiated that teaching methods are an important element of the system of studying pharmaceutical chemistry in higher medical (pharmaceutical) education institutions, as they allow to effectively organise the educational and cognitive activities of students, motivate them to master the content of the discipline in depth, and promptly perform the function of assessment and self-assessment of the educational achievements of future specialists in the field of pharmacy. The criteria and indicators for the selecting methods of teaching pharmaceutical chemistry used at the Faculty of Pharmacy of the Bogomolets National Medical University are determined, namely: 1) regulatory and legal, the indicators of which are clear consistency with the standardized documents on the organization of the educational process in the institution, the requirements of the Higher Education Standard in the field of Knowledge Area of 22 Health Care, specialty 226 Pharmacy, Industrial Pharmacy, specialization 226.01 Pharmacy; 226.02 Industrial Pharmacy; as well as local documents of the institution β Educational and professional program in the specialty Β«Pharmacy, Industrial PharmacyΒ», Curriculum and Silabus in Pharmaceutical Chemistry; 2) organisational and methodological, an indicator of which is compliance with the requirements for scientific and methodological support for the study of academic disciplines in the institution; 3) functionally-purposeful, the indicators of which are the convenience of using the method in the conditions of classroom and distance learning; modularity; ensuring integration with other teaching methods.
 It has been found that the further outlined methods of teaching pharmaceutical chemistry to future masters in the setting of classroom and distance learning have the greatest compliance with the defined criteria and indicators for selecting methods of teaching pharmaceutical chemistry to future masters in the setting of classroom and distance learning, such as: problem-search methods; modular learning method; collaborative learning method; case-based learning method (webcases); Β«flipped classroomΒ» method, and their characteristics have been given.