Location: Mexico Year Founded: 1935 Tuition: $22,000 per year (yrs 1-4) $4,000 per year (yrs 5-6) Loans: Staffords and private loans Album: UAG Medical School Album Website: UAG Med School Website Forum: UAG Medical School Forum Email: Email UAG Medical School Survey: UAG Medical School review

A Brief History of Mexico by The World Factbook 2005

The site of advanced Amerindian civilizations, Mexico came under Spanish rule for three centuries before achieving independence early in the 19th century. A devaluation of the peso in late 1994 threw Mexico into economic turmoil, triggering the worst recession in over half a century. The nation continues to make an impressive recovery. Ongoing economic and social concerns include low real wages, underemployment for a large segment of the population, inequitable income distribution, and few advancement opportunities for the largely Amerindian population in the impoverished southern states. Elections held in July 2000 marked the first time since the 1910 Mexican Revolution that the opposition defeated the party in government, the Institutional Revolutionary Party (PRI). Vicente FOX of the National Action Party (PAN) was sworn in on 1 December 2000 as the first chief executive elected in free and fair elections. Read More

UAG Medical School Mission

Founded in 1935, the School of Medicine is an institution engaged in the training and formation of physicians, whose main goal is to improve community health through the following:

• Providing good medical education.


• Discovering and adapting medical knowledge.


• Providing health care services in the clinical fields of learning.


• Developing a positive attitude towards the protection and preservation of the environment.


• Educating future physicians in an integral way according to the UAG principles, beliefs, and values.

Professional Profile of the UAG Medical Graduate

Our graduate is a professional capable of practicing medicine as a scientific discipline, with a humanitarian attitude, and capable of protecting human life through actions that promote, preserve, and restore individual or group health, in their physical, ecological, and social environment.

• Maintaining a permanent attitude of self-criticism combined with a sense of personal improvement in all professional activities.


• Applying clinical skills for a keen and opportune diagnosis, prognosis, and treatment.


• Applying criteria for the opportune referral of patients that require specialized diagnosis and treatment.


• Managing epidemiological techniques for the diagnosis of the health-disease process, participating in the epidemiological surveillance system.


• Emphasizing health promotion and disease prevention.


• Applying rehabilitation procedures to limit damage.


• Contributing to the education of new health professionals and the community.


• Participating in health care teams.


• Analyzing and using information generated from the professional field.


• Acting ethically throughout the professional practice. In addition, seeking continuous improvement in general culture.


• Performing successfully in their community health care system.


• Practicing general medicine or to be able to continue in a residence program.


• Using when necessary the advantage of the bilingual/bicultural skills.

The UAG School of Medicine's international prestige is derived from more than 65 years of constant effort to reach excellence through curricular innovations destined to improve the teaching-learning process. This is in addition to the acknowledgement presented to the University by the President of United States in 1991 in recognition of the outstanding education provided to its more than 8000 medical graduate residing in the U.S.

The UAG School of Medicine strives to produce physicians who are compassionate as well as capable of treating illness. The faculty recognizes that performance as a physician requires not only intellectual skills but also certain personal characteristics and behavior that reflect sensitivity to human needs. The curriculum and instructional methods are designed to develop and enhance these qualities in each student.

The curriculum is comprehensive, helping the student develop the skills of problem-solving and the discipline of self-education, both of which must continue throughout his or her career. The curriculum is diversified enough for the student to make knowledgeable decisions on which specialty area or areas each wishes to pursue after graduation. It is sufficiently varied so that the student learns to adapt to the different environments in which each will have to practice medicine. Yet, it is structured in such a way that the student obtains sufficient depth in each basic science and clinical area of study.

In the block system of education, the student is taught one clinical subject intensively for a period of several weeks. This approach is extremely effective in the clinical years, where the students can bring all of their concentration to bear on one subject at a time. The typical class day of 5-6 hours consists of lectures with audio-visual presentations in one of the lecture halls. These are followed by laboratory studies, discussions of specific clinical problems, highly personalized small-group seminars and question-and-answer sessions guided by supervising professors and teaching assistants.

Two additional carefully constructed programs have become of tremendous help to the student's progress within the curriculum of the School of Medicine. One is the Program of Medicine in the Community. The second program is the on-campus CICB (Integrated Course in the Basic Sciences), a basic-sciences review for students who have completed two years. This review course is thoroughly comprehensive in the material it covers, plus it presents the very latest information and techniques in test-analysis and self-improvement. The course will help the student see where each needs further study and will at the same time help in systematically reviewing the various basic sciences previously studied.