Public Health Education in Mexico in 2024: National Distribution, Accreditation, and Modalities of Training

Training the public health workforce is a critical component of health system strengthening. In Mexico, postgraduate education operates under a national accreditation framework intended to ensure academic quality and social relevance, yet comprehensive information about the scope and distribution of training programs is limited. This study characterizes public health and related academic programs available in 2024, examining the institutional sector, delivery modality, geographic distribution, and accreditation status. A systematic institutional mapping was conducted through structured searches of the official websites of public and private higher education institutions. Eligible programs included bachelor’s degrees, specializations, master’s degrees, and PhDs that were active between March and November 2024. Searches used predefined keyword combinations, repeated at multiple timepoints, and were restricted to official institutional domains. Data were extracted on academic level, institutional sector, delivery format, duration, geographic region, and inclusion in the National Postgraduate System. Descriptive statistics and logistic regression were used to analyze accreditation patterns; geospatial analysis assessed regional distribution. A total of 175 programs were identified across 30 of Mexico’s 32 states. Professional master’s degrees represented the largest category, followed by research-oriented master’s and PhD programs. Public institutions offered nearly two-thirds of all programs. Among postgraduate programs, fewer than half were accredited, with accreditation concentrated in master’s degrees in science (84.6%) and PhDs (55.6%). Only 23.0% of professional master’s degree were accredited. Most programs were delivered fully in person; online offerings were limited and more common in private institutions. Research-oriented programs were geographically concentrated in a small number of states, whereas professional programs exhibited broader but uneven national distribution. Public health education in Mexico shows growth in professionally oriented training but also reveals persistent gaps in accreditation, geographic equity, and flexible delivery modalities. The disproportionate expansion of professional programs without corresponding integration into accreditation frameworks raises concerns for workforce planning and educational equity. Strengthening national information systems, improving institutional reporting standards, and aligning accreditation criteria with workforce needs are essential to ensure that public health training supports progress towards universal health coverage and the Sustainable Development Goals.