Some elements are proposed for the construction of a possible model on tutorial support in doctoral training. The systematization of teaching experiences, on tutoring processes carried out in universities in Venezuela and Colombia was the research technique used. The results reveal that the central aspects that ensure the effectiveness of the tutorial action in doctoral training are: institutional, cognitive, emotional and experiential. It concludes in the need to design programs to train teachers-tutors and students in tutorial support and thus ensure excellence in the production of knowledge from the doctorates.