Integral Tutoring Model in Postgraduate Academic Training in Medical Sciences

Abstract

Integral Tutoring Model in Postgraduate Academic Training (MITP) is proposed as a theoretical and conceptual response to the limitations of traditional tutoring approaches in postgraduate academic training in Medical Sciences. It is argued that conceptions focused almost exclusively on thesis supervision and final research products contribute to phenomena such as “All But Dissertation” and low completion rates, since they overlook key dimensions of the student’s professional and personal development. Based on a critical systematization of the literature and reflective analysis of tutoring practices in the Cuban context, the article substantiates the need for an integrative model that coherently articulates academic, psychosocial and clinical care dimensions. The MITP is presented as a theoretical model that structures tutoring functions, roles and processes, aimed at promoting continuous support, postgraduate students’ well‑being and the linkage of research with the priorities of the National Health System. It is concluded that this model provides a relevant conceptual framework to rethink postgraduate tutoring in Medical Sciences and opens up lines for future empirical studies to operationalize and validate it in different institutional settings.