Brenda Rincon1
Diamond Y. Bravo1*
Elisha Arnold1†
Alexis Meza1†Daisy Camacho-Thompson2Chelsea D. Williams3- 1Department of Psychology, University of California, Riverside, Riverside, CA, United States
- 2Department of Psychology, California State University, Los Angeles, Los Angeles, CA, United States
- 3Department of Psychology, Virginia Commonwealth University, Richmond, VA, United States
A Correction on
Community and family relationships across the transition to medical school: links to student adjustment
by Rincon, B., Bravo, D. Y., Arnold, E., Meza, A., Camacho-Thompson, D., and Williams, C. D. (2024). Front. Psychol. 15:1330455. doi: 10.3389/fpsyg.2024.1330455
Author, Chelsea D. Williams was omitted as an author in the published article. The correct author list reads:
Brenda Rincon1, Diamond Y. Bravo1*, Elisha Arnold1†, Alexis Meza1†, Daisy Camacho-Thompson2 and Chelsea D. Williams3
1Department of Psychology, University of California, Riverside, Riverside, CA, United States
2Department of Psychology, California State University, Los Angeles, Los Angeles, CA, United States
3Department of Psychology, Virginia Commonwealth University, Richmond, VA, United States
The Author Contributions Statement has been corrected to read:
BR: Conceptualization, Formal analysis, Investigation, Visualization, Writing – original draft, Writing – review & editing. DB: Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Supervision, Writing – review & editing. EA: Visualization, Writing – original draft. AM: Writing – original draft. DC-T: Conceptualization, Data curation, Methodology, Writing – review & editing. CW: Conceptualization, Investigation, Writing – review & editing.
The original version of this article has been updated.
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Keywords: medical students, field belonging, grade expectations, community support changes, family support changes
Citation: Rincon B, Bravo DY, Arnold E, Meza A, Camacho-Thompson D and Williams CD (2025) Correction: Community and family relationships across the transition to medical school: links to student adjustment. Front. Psychol. 16:1646170. doi: 10.3389/fpsyg.2025.1646170
Received: 12 June 2025; Accepted: 01 July 2025;
Published: 23 July 2025.
Approved by:
Frontiers Editorial Office, Frontiers Media SA, SwitzerlandCopyright © 2025 Rincon, Bravo, Arnold, Meza, Camacho-Thompson and Williams. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Diamond Y. Bravo, RGlhbW9uZC5CcmF2b0B1Y3IuZWR1
†Present addresses: Elisha Arnold, Department of Applied Psychology, New York University, New York, NY, United States
Alexis Meza, Berkeley School of Education, University of California, Berkeley, Berkeley, CA, United States