Skip to main content
Download PDF

Correction: Supporting underrepresented students in health sciences: a fuzzy cognitive mapping approach to program evaluation

BMC Medical Education volume 24, Article number: 362 (2024) Cite this article

The Original Article was published on 20 March 2024

Correction: BMC Medical Education (2024) 24:319

https://doi.org/10.1186/s12909-024-05292-7

Following publication of the original article [1], we have been informed that Figure 1 and 2 are switched.

The original article has been corrected.

Reference

  1. Chiang, et al. BMC Med Educ. 2024;24:319. https://doi.org/10.1186/s12909-024-05292-7.

Download references

Author information

Authors and Affiliations

  1. Institute for Human Development, The University of Missouri, 5306 Holmes Street, 64110, Kansas City, MO, USA

    Danielle F. Chiang & Stephen S. Gardner

  2. School of Medicine, The University of Missouri, 2411 Holmes Street, 64108, Kansas City, MO, USA

    Scott A. Guerrero

  3. Children’s Mercy Hospital, 3101 Broadway Boulevard, 64111, Kansas City, MO, USA

    Emma C. Sexton

Authors
  1. Danielle F. Chiang
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Scott A. Guerrero
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Emma C. Sexton
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Stephen S. Gardner
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Danielle F. Chiang.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

The online version of the original article can be found at https://doi.org/10.1186/s12909-024-05292-7.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Chiang, D.F., Guerrero, S.A., Sexton, E.C. et al. Correction: Supporting underrepresented students in health sciences: a fuzzy cognitive mapping approach to program evaluation. BMC Med Educ 24, 362 (2024). https://doi.org/10.1186/s12909-024-05360-y

Download citation

  • Published:

  • DOI: https://doi.org/10.1186/s12909-024-05360-y

BMC Medical Education

ISSN: 1472-6920

Contact us