Faculty Perspectives on Student Attendance in Undergraduate Medical Education [Corrigendum]

This article refers to:

Faculty perspectives on student attendance in undergraduate medical education

Campbell AM, Ikonne US, Whelihan KE, Lewis JH. Adv Med Educ Pract. 2019;10:759–768.

Table 3 Faculty Perspectives About Student Attendance, Active Learning, and Job Satisfaction (N=26)

Survey Question	No. (%)
	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
Student attendance at non-mandatory large group session indicates their level of professionalism	10 (38)	5 (19)	5 (19)	5 (19)	1 (4)
I feel more job satisfaction with higher attendance at large group sessions	2 (8)	2 (8)	3 (12)	12 (46)	7 (27)
I prefer to incorporate active learning in my large group sessions when attendance is mandatory	1 (4)	1 (4)	9 (35)	12 (46)	3 (12)
Students who attend large group sessions regularly have better academic performance	6 (23)	2 (8)	8 (31)	10 (38)	0 (0)
Lecture capture is an effective alternative to large group attendance	3 (12)	3 (12)	8 (31)	7 (27)	5 (19)
Lecture capture should not be used as a substitute for attending large group sessions	6 (23)	6 (23)	8 (31)	2 (8)	4 (15)
Lectures are more effective with higher attendance	5 (19)	4 (15)	6 (23)	8 (31)	3 (12)
Active-learning sessions are more effective with higher attendance	2 (8)	1 (4)	7 (27)	11 (42)	5 (19)
I prefer that all large group sessions have mandatory attendance	11 (42)	4 (15)	8 (31)	1 (4)	2 (8)
I prefer that all large group sessions with an active-learning component have mandatory attendance	5 (19)	3 (12)	5 (19)	8 (31)	5 (19)

The authors apologize for these errors and advise they do not affect the scientific conclusions of the paper.

Page 761, Faculty perspectives about professionalism, job satisfaction, and active learning section, fourth sentence, the text “Ten disagreed that students who regularly attended large-group sessions had better academic performance” should read “Ten agreed that students who regularly attended large-group sessions had better academic performance”.

Table 3 on page 763, the values in the Students who attend large group sessions regularly have better academic performance and Active-learning sessions are more effective with higher attendance rows are incorrect. The correct Table 3 is as follows.