Changes in the tasks of modern medical education, which currently consists not only in the preparation of a theoretically knowledgeable specialist in the specialty but also in ensuring the versatile development of the future doctor, his creative abilities, the formation of self-realization skills and competitiveness, also require changes in the teaching of most educational disciplines. This problem is especially inherent in dentistry because this field of medicine is developing rapidly and requires the training of highly qualified specialists capable of professional growth, mobility, a creative approach to the profession, and the formation of an individual style in work. At the same time, the modernization of medical education and stomatology, in particular, requires the solution of several problems of an organizational and technological nature. For the most part, using innovative technologies and introducing problem-oriented interactive learning, a modern didactic system that can combine various educational principles in the form of a clinical problem, helps to overcome most of the shortcomings of teaching in a modern medical school. The methods built on this principle aim to improve the quality of educational results due to joint, integrated, independent, and comprehensive training. The most relevant in teaching therapeutic dentistry are innovative technologies aimed at expanding the possibility of choosing various aspects of education and professional activity, forming an individual style and ensuring the possibility of a search, a creative approach not only in mastering knowledge, but also in professional activity. These include solving situational problems, working in mini-groups, using the сase-method or simulation methods, etc. These methods allow students to distance themselves from the nosological principle of education, when the basis of teaching the material is the name of nosology, an already known diagnosis. The principles mentioned above of teaching dental disciplines contribute to the formation of the future doctor’s skills of continuous education and professional development, which should ensure not only the improvement of the quality of dental services, but also the optimal use of the resources of the medical system in this field. The purpose of the research was to conduct a theoretical analysis of scientific psychological-pedagogical, methodical, and medical publications regarding the use of innovative pedagogical technologies in teaching therapeutic dentistry. Materials and Methods. We performed analysis of psychological-pedagogical and methodical literature, materials from educational-methodical conferences, and professional articles on the issues mentioned above to clarify the essence and features of modern innovative technologies in therapeutic dentistry teaching. To achieve the goal, theoretical methods (analysis, synthesis, generalization, comparison, and systematization) were used. Results. The reformation of modern medicine leads to a change in the requirements for medical school graduates. Therefore, a rapid transition from simple accumulation of knowledge to the ability to use it effectively in practical activities is noticeable. The interaction between the teacher and the student gradually moves to a personal-oriented level, which should increase interest in the learning process and improve the relationship between the teacher and the student. The use of innovative pedagogical technologies, in particular interactive methods, in the process of professional training of dentists allows expanding the opportunity for students to choose various aspects of professional activity, contributes to the formation of their style, and provides search opportunities. In further research, it is advisable to consider the effectiveness of each teaching method separately and in combination with others to analyze the effectiveness of their varieties. Further implementation of innovative technologies should ensure high professional achievements of future doctors and their high competitiveness.