摘要：During the past 10 years, the Instituto Nacional de Salud Pública (National Institute of Public Health) in Mexico has meticulously revised its educational model. This analysis resulted in the transformation of its educational model by tracing a new path in the pedagogical structure and faculty development to meet current challenges and students’ needs. The first stage dealt with the national and international accreditation standards that came with the 21st century. The second stage responded to evidence of cognitive research showing that students are better prepared when they are engaged, active, and responsible for their own learning. This transformation was grounded on the use of information and communication technologies and on a competency-based educational approach that has led the expansion and innovation of educational practice. The Escuela de Salud Pública de México (ESPM; School of Public Health of Mexico) was founded in 1922 with funding from the Mexican government. Since then, the ESPM has had a major role in training the Mexican public health workforce. 1 ESPM was originally created to train personnel, for example, medical officers, nurses, specialists in sanitary services, and laboratory technicians, to control infectious diseases that were widespread in Mexico. ESPM embraced the sanitary movement that aimed to prevent and control infectious diseases and improve food safety in the country. The creation of the ESPM strengthened the movement that aimed to combat waste and sewer gas; improve water quality, urban health, and food safety; control alcoholism; and eradicate illnesses such as yellow fever, plague, typhoid fever, and smallpox. Decades later, the need arose for innovation and change in the ESPM. Mexico was suffering a severe economic crisis, and research and information was needed for effective decision making about the future of the Mexican public health system. This need brought about the foundation of the Instituto Nacional de Salud Publica (INSP; National Institute of Public Health) in 1987 by merging the ESPM with two newly created research centers: one for infectious diseases, and the other in public health. 2 Since then, the INSP has aimed to improve health and well-being by training the public health workforce and producing evidence through mission-oriented research. Thus, the INSP assumed its role in constructing a better and healthier society. During the past few decades, a new wave of health and educational reforms has required, once again, public health schools to transform and adapt to a new era of modernism, change, and innovation. 3 Recently, a defined movement toward competency-based education has taken place, reshaping educational institutions around the world. The movement emphasizes active learning, student engagement, and more global, flexible, and technologically oriented curricula. 4 The current health challenges are arising in a new world: one that is more complex, unpredictable, and globalized. These challenges require professionals who can integrate their knowledge and skills with the ability to work and communicate well in interdisciplinary and often international teams. Bearing in mind this enormous educational challenge, in 2005 the INSP sought international accreditation from the Council on Education for Public Health and moved to the competency-based educational model, transforming the approach of its educational programs. INSP adopted new ways to blend learning and technology. The principal actors involved in our educational transformation were students, alumni, faculty, employees, and the community. By 2006 the INSP was accredited by the Council on Education for Public Health, becoming the first institute outside the United States accredited by this council. In 2011 the INSP was reaccredited for seven years, meeting all the criteria.
