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Flipped classroom improves Omani nursing students performance and satisfaction in anatomy and physiology

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Joseph, Mickaël Antoine, Roach, Erna Judith, Natarajan, Jansirani, Karkada, Suja, Cayaban, Arcalyd Rose Ramos·2021·BMC Nursing
DOI 10.1186/s12912-020-00515-wPMC PMC7778794
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Abstract

Background: Nursing students struggle with anatomy and physiology course because of the complicated terminology and the difficulty in handling large amounts of information. New, innovative instructional strategies must be integrated into nursing education to improve nursing students’ performance in this challenging bioscience course. The aim of this study was to determine the impact of an innovative teaching strategy, the flipped classroom, on the performance and satisfaction of Omani nursing students in an anatomy and physiology course. Methods: A quasi-experimental design was used with two classes of 112 first-year nursing students at the College of Nursing, Sultan Qaboos University, Oman. Online videos and active-learning activities about the respiratory system were developed and implemented in an anatomy and physiology course with 53 first-semester nursing students. The control group consisted of a previous cohort of 59 students enrolled in the same course but taught with a traditional lecture approach. The impact of the flipped classroom strategy was measured by students’ performance on the final examination and students’ self-reported satisfaction. Wilcoxon signed-rank and Mann-Whitney U tests were used to compare students’ academic performance. Results: Our results showed that the performance of the flipped classroom group was better than that of the traditional lecture group. The mean scores of students instructed with the flipped classroom method on the respiratory system items in the final examination were significantly higher than those of the control group, U = 1089.00, z = − 2.789, p < .005. Moreover, the results of a survey showed that nursing students were satisfied with the flipped classroom method. Overall, 68 to 78% of students agreed or strongly agreed that the flipped classroom method improved their learning and increased their interest in the course. Conclusion: Compared with the didactic lecture format, flipped classroom strategy improved Omani nursing students’ performance in and satisfaction with an anatomy and physiology course. These results show that the flipped classroom is an important teaching strategy in nursing education.

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  • These subjects are widely recognized as cognitively demanding for students because they involve complex spatial structures, intricate tissue morphology, and dynamic developmental processes.

    “However, these subjects are widely recognized as cognitively demanding for students because they involve complex spatial structures, intricate tissue morphology, and dynamic developmental processes [2, 3].”

    From Effectiveness of a generative AI-powered digital tutor integrated with a knowledge graph in anatomy education for nursing students: a randomized controlled trial (2026) · cites this paper as [3]

    The Background says nursing students struggle with anatomy vocabulary, complex physiological concepts, and applying anatomy and physiology knowledge, supporting the general point that these subjects are demanding. It does not attribute that difficulty to complex spatial structures, intricate tissue morphology, or dynamic developmental processes. The Methods describe anatomical models and list histology as course content, but do not make those causal claims. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

  • Anatomy and histology & embryology involve highly structured knowledge systems with complex hierarchical relationships among concepts.

    “Anatomy and histology & embryology involve highly structured knowledge systems with complex hierarchical relationships among concepts [2, 3].”

    From Effectiveness of a generative AI-powered digital tutor integrated with a knowledge graph in anatomy education for nursing students: a randomized controlled trial (2026) · cites this paper as [3]

    The Background says nursing students encounter complex physiological concepts and a large volume of anatomy vocabulary. The Methods list histology as course content, but the paper does not describe anatomy, histology, or embryology as structured knowledge systems with hierarchical relationships among concepts. (LLM, conf=0.79)

    Experimental — accuracy not yet measured

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References 40 · Cited by 130

Research works printed but not linked: 30

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Authors
Joseph, M. A., Roach, E. J., Natarajan, J., Karkada, S., & Cayaban, A. R. R.
Affiliations
Sultan Qaboos University (OM)
Corresponding author
Joseph, Mickaël Antoine
ORCID
Venue
BMC Nursing
Publisher
Springer Science and Business Media LLC
Published
2021-01-02
Volume
20
Issue
1
Pages
1-1
ISSN
1472-6955 (ISSN-L)
DOI
10.1186/s12912-020-00515-w
PMC
PMC7778794
OpenAlex
W3120901693
Cited by
130
References
40
Citations by year
2026: 10 · 2025: 30 · 2024: 30 · 2023: 33 · 2022: 20 · 2021: 7
FWCI
39.56
Type
journal article
Language
en
Open access
Licence
Locations
  • BMC Nursing (publishedVersion, cc-by)
  • Europe PMC (PubMed Central) (publishedVersion, other-oa)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • Edinburgh Research Explorer (University of Edinburgh) (submittedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Social Sciences › Education › Innovative Teaching Methods
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Undergraduate Neuroscience Education and Research
Keywords
flipped classroom, nursing education, anatomy and physiology, student performance, student satisfaction, respiratory system, online instructional videos, active learning, traditional lecture comparison

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