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

The training of the public health workforce is central to strengthening health systems and advancing population health. In Mexico, postgraduate education is regulated through a national accreditation framework intended to ensure academic quality and social relevance. However, comprehensive and up-to-date information on the scope, distribution, and characteristics of public health educational offerings remains limited. This study aimed to characterize public health and related academic programs in Mexico in 2024, with a focus on institutional sector, delivery modality, geographic distribution, and accreditation status. A systematic review of publicly available information was conducted using the official websites of public and private higher education institutions in Mexico. Bachelor’s degrees, specializations, master’s degrees, and PhD programs in public health and related disciplines active between March and November 2024 were included. Data were extracted on academic level, institutional sector, delivery modality, program duration, geographic region, and inclusion in the National Postgraduate System. Descriptive analyses were performed, along with logistic regression to identify factors associated with accreditation. Geospatial analysis was used to assess regional distribution. A total of 175 academic programs were identified across 30 of the 32 states of the Mexican Republic. Professional master’s degrees accounted for the largest share of offerings, followed by research-oriented master’s and PhD programs. Public institutions provided nearly two-thirds of all programs. Among postgraduate programs, fewer than half were accredited within the National Postgraduate System, with accreditation concentrated in master’s degrees in science and PhD programs. Professional master’s degrees, despite their predominance, showed substantially lower rates of accreditation. Most programs were delivered in fully in-person formats, while 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 showed broader but uneven distribution. Public health education in Mexico is characterized by an expansion of professionally oriented training alongside persistent gaps in quality accreditation, geographic equity, and flexible delivery modalities. The misalignment between the volume of professional programs and their integration into national accreditation mechanisms raises concerns for workforce planning and educational equity. Strengthening transparent, interoperable information systems and aligning accreditation incentives with national health priorities are essential to ensure that public health training responds effectively to population needs and supports progress toward universal health coverage and the Sustainable Development Goals.