Tutorial action during the Veterinary Doctoral Program at the Complutense University of Madrid, Spain

Manuel Fuertes-Recuero ^1,2 Juan Andres De Pablo Moreno ³ Ana Heras-Molina ^4* Pablo Morón-Elorza ⁵ Teresa Encinas Cerezo ^6,7

• ¹ Complutense Veterinary Teaching Hospital, Complutense University of Madrid, Madrid, Spain
• ² Department of Physiology of the Faculty of Veterinary Medicine, Complutense University of Madrid,, Madrid, Spain
• ³ Department of Genetic, Physiology and Microbiology, Biology School, Complutense University of Madrid, Madrid, Spain
• ⁴ Department of Animal Production, Faculty of Veterinary Medicine, Complutense University of Madrid, Madrid, Madrid, Spain
• ⁵ Fundación Oceanográfica, Valencia, Spain
• ⁶ Faculty of Veterinary Medicine, Complutense University of Madrid, Madrid, Madrid, Spain
• ⁷ Department of Pharmacology and Toxicology, Faculty of Veterinary Sciences, Complutense University of Madrid, Madrid, Spain

knowledge but also critically evaluate it and actively contribute to advancing their field of study (8,9).Transitioning from undergraduate to doctoral studies requires adapting to greater autonomy, understanding and navigating institutional policies, and developing strong self-management skills to meet the increased standards of responsibility (4). Furthermore, students often face emotional challenges, such as heightened expectations and feelings of isolation, highlighting the importance of effective time management, critical thinking, and the establishment of supportive networks, including mentors and peers (10).For all these reasons, comprehensive doctoral training, which encompasses advanced competencies in research, teaching, critical thinking and leadership, requires institutional and academic support. The doctoral schools within each university, along with specific doctoral programs in the faculties often implement supervision systems for their doctoral training resources, involving multiple professors or researchers in various roles, such as mentors, directors or tutors. The primary objective of this system should be to provide tools that facilitate doctoral students' adaptation and foster positive experiences through the doctoral itinerary (7).