The CGAS was used in a study of female Apache American Indians with depression, to measure outcomes for a cognitive-behaviour based program versus an education support program.
Education-support programs similar to the CES program may encourage graduating medical students to complete their social service in underserved areas, improve the quality of care provided by pasantes, and address many of the known shortcomings of the pasantía.
Another example of how public policy changes could improve the social service year is by securing support within the most recent Mexican health reform to expand education-support programs for pasantes within the public sector.
Based on our data, education-support programs that combine on-site accompaniment of pasantes, access to clinical information resources, and regular seminars appear to be an effective way to recruit pasantes to underserved areas, increase their clinical knowledge and leadership skills, and address many of the known shortcomings of the social-service year.
Although critically evaluating this type of education-support program will inform future efforts to support and educate pasantes, we must also consider how public policy changes could influence pasante behaviors and promote effective universal access (15, 19).
The education-support program strives to transform the entire pasantía into a learning experience.
Our results suggest that the CES education-support program has several important strengths and insights.
Pasante career goals and plans changed in several ways throughout the course of the education-support program.
Pasantes reported that their medical knowledge, and clinical and leadership skills all improved during the CES education-support program.
The results of this study show that the CES education-support program is a transformative experience for participants.
This paper describes the components, evaluation, and insights of the first 2 years of the CES education-support program.
