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Correction to: “It is this very knowledge that makes us doctors”: an applied thematic analysis of how medical students perceive the relevance of biomedical science knowledge to clinical medicine

Correction to: BMC Med Educ 20, 356 (2020)

https://doi.org/10.1186/s12909-020-02251-w

Following publication of the original article [1], the authors Kristine Gibson, Jeffrey Greene and Lisa E. Graves changed their affiliations as follows:

Kristine Gibson

From: “Department of Family and Community Medicine, Western Michigan University Homer Stryker M.D. School of Medicine, Kalamazoo, MI, USA.“

To: “Department of Pediatric and Adolescent Medicine, Western Michigan University Homer Stryker M.D. School of Medicine, Kalamazoo, MI, USA.”

Jeffrey Greene

From: “Department of Family and Community Medicine, Western Michigan University Homer Stryker M.D. School of Medicine, Kalamazoo, MI, USA.”

To: “Department of Medical Education, Western Michigan University Homer Stryker M.D. School of Medicine, Kalamazoo, MI, USA.”

Lisa E. Graves

From: “Department of Biomedical Sciences, Mercer University School of Medicine, Macon, GA, USA”

To:” Department of Family and Community Medicine, Western Michigan University Homer Stryker M.D. School of Medicine, Kalamazoo, MI, USA.”

The author group has been updated above.

Reference

  1. 1.

    Dickinson BL, et al. “It is this very knowledge that makes us doctors”: an applied thematic analysis of how medical students perceive the relevance of biomedical science knowledge to clinical medicine. BMC Med Educ. 2020;20:356. https://doi.org/10.1186/s12909-020-02251-w.

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Correspondence to Bonny L. Dickinson.

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Dickinson, B.L., Gibson, K., VanDerKolk, K. et al. Correction to: “It is this very knowledge that makes us doctors”: an applied thematic analysis of how medical students perceive the relevance of biomedical science knowledge to clinical medicine. BMC Med Educ 20, 428 (2020). https://doi.org/10.1186/s12909-020-02371-3

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