Genetics & Genomics

Flipped Classroom Strategy: An Accessible, Application-Driven Approach to Genomics Education

Kelliann C. Fee-Schroeder

Dawn M. Nelson

flipped classroom, genetics, genomics, nursing education, knowledge gap, prework
CJON 2019, 23(2), 145-148. DOI: 10.1188/19.CJON.145-148

Gaps in nurses’ knowledge and application related to genomics exist. This project aimed to develop an accessible genomic education program for oncology nurses. Consequently, the flipped classroom strategy was used. This involved the use of prework consisting of an online genetics and genomics module and optional journal articles. In-person class time built on the prework and focused on specific clinical applications. Outcomes demonstrated that learners were highly satisfied with the educational format and that course objectives were met. Improvement in knowledge of basic genomic concepts, clinical applications, and resources was achieved.


  • The flipped classroom strategy aligns with adult learning principles and ensures that learners with varying levels of knowledge have similar foundational preparation prior to the classroom experience. 
  • Focusing genomic content on specific clinical applications keeps complex content manageable for learners. 
  • The flipped classroom strategy allows for flexible implementation and is replicable in other settings.
Members Only
Not a current ONS member or journal subscriber?

Purchase This Article

Receive a PDF to download and print.