Introduction. Since 2016, a new era has begun in the field of pharmaceutical education and practice — a system of primary accreditation of specialists has been introduced. This measure is designed to ensure independent quality control of personnel training and guarantee a high level of professionalism of industry employees. This article examines the experience of preparing graduates to undergo the procedure of primary accreditation of specialists in the specialty "Pharmacy". The authors present the results of the primary accreditation of graduates of the Institute of Pharmacy of Tyumen State Medical University, analyze the main difficulties in the system of training graduate pharmacists and develop innovative algorithms for systematic preparation for primary accreditation by integrating with the basic educational process. The aim of the work was to develop innovative approaches to the systematic preparation of graduate students in the specialty of higher education "Pharmacy" for primary accreditation based on the analysis of the modern system of primary accreditation of specialists in the pharmaceutical field. Materials and methods. Statistical data of Tyumen State Medical University on the number of graduates and on the results of primary accreditation of graduates of the Institute of Pharmacy were used, a content analysis of regulatory documents regulating the system of accreditation of specialists, information from scientific literature was carried out. The following methods were used: analytical, statistical, mathematical, graphical, computer technology method Results and discussion. In 2016, primary accreditation of specialists was introduced in Russia, including testing, an objective structured clinical examination (OCE) and situational task solving (until 2019). In 2019, the third stage was canceled for the Pharmacy specialty, leaving testing and the OCE. Preparation for the initial accreditation of specialists at Tyumen State Medical University begins for students already in their final year: a schedule of preparatory activities and the development of necessary competencies is drawn up annually. For the first stage, a rehearsal test is used on the website of the Methodological Accreditation Center, practical skills are worked out on the basis of a "Training pharmacy" using video cases and checklists. When analyzing the process of preparing students for the initial accreditation procedure and studying the motivation of students to complete it, we identified the following problems: graduates do not sufficiently understand the importance of preparation, and therefore it was decided to regularly hold explanatory meetings and rehearsals. There was also a lack of readiness for practical skills, which was decided to compensate by adding hours of simulation training and video cases. Due to the early preparation and constant monitoring of each individual student's performance, the final success rate of obtaining primary accreditation at Tyumen State Medical University is 100%. Conclusions. Many years of experience have shown the need to integrate the preparation for accreditation into the educational process. The use of assessment tools increases the effectiveness of training and the quality of specialist training.