Aston University and Birmingham Women and Children’s Hospital developing new devices to improve drug treatment safety

Nov 30, 2024

5 min

Roslyn Bill
  • The new device is designed to reduce the risk of injuries when medicines being delivered into a vein enter the surrounding tissues
  • It detects this problem at the earliest stages, before it is visible to the human eye
  • The project is being supported by SPARK The Midlands at Aston University, a network to support technology development for unmet clinical needs.

Clinicians at Birmingham Women’s and Children's NHS Foundation Trust (BWC) have joined with academics at Aston University to create an innovative sensor to reduce the risk of injuries caused when drugs being delivered into a vein enter the surrounding tissue.


This complication, called extravasation, can cause harm and, in the most severe cases, life-changing injuries and permanent scarring. It happens most often when infusing medicines into peripheral intravenous (IV) devices, such as a cannula, but can also occur when infusing into a central venous access device. By joining together, BWC and Aston University are combining clinical, academic and engineering expertise to create a sensor that can detect extravasation at its earliest stages.


Karl Emms, lead nurse for patient safety at BWC, said:

“We've done lots of work across our Trust that has successfully reduced incidents. While we've made fantastic progress, there is only so much we can do as early signs of extravasation can be difficult to detect with the human eye.


“The next step is to develop a technology that can do what people can't - detection as it happens. This will make a huge impact on outcomes as the faster we can detect extravasation, the less likely it is that it will cause serious harm.”


The focused work to date addressing the issue has recently been recognised by the Nursing Times Awards 2024, winning the Patient Safety Improvement title for this year.


This new project is supported by SPARK The Midlands, a network at Aston University dedicated to providing academic support to advance healthcare research discoveries in the region. SPARK The Midlands is the first UK branch of Stanford University's prestigious global SPARK programme. It comes as a result of Aston University’s active involvement in the delivery of the West Midlands Health Tech Innovation Accelerator (WMHTIA) – a government-funded project aimed at helping companies drive their innovations towards market success.


The SPARK scheme helps to provide mentorship and forge networks between researchers, those with technical and specialist knowledge and potential sources of funding. SPARK members have access to workshops led by industry experts, covering topics such as medical device regulations, establishing good clinical trials, and creating an enticing target product profile to engage future funders.


Luke Southan, head of research commercialisation at Aston University and SPARK UK director, said:

“I was blown away when Karl first brought this idea to me. I knew we had to do everything we could to make this a reality. This project has the potential to transform the standard of care for a genuine clinical need, which is what SPARK is all about.”


Work on another potentially transformative project has also begun as the team are working to develop a medical device that detects the position of a nasogastric feeding tube.


There is a risk of serious harm and danger to life if nasogastric tubes move into the lungs, rather than the stomach, and feed is passed through them.


Emms explained:

“pH test strips can usually detect nasogastric tube misplacement, but some children undergoing treatment can have altered pH levels in the stomach. This means this test sometimes does not work.


“A medical device that can detect misplacement can potentially stop harm and fatalities caused by these incidents.”


SPARK will bring together engineers, academics and clinicians for both projects to develop the devices for clinical trial, with a goal of the technologies being ready for clinical use in three to five years.

Southan said:


“BWC is one of our first partners at SPARK and we're really excited to work with them to make a vital impact on paediatric healthcare in the Midlands and beyond."


Notes to editors

About Aston University

For over a century, Aston University’s enduring purpose has been to make our world a better place through education, research and innovation, by enabling our students to succeed in work and life, and by supporting our communities to thrive economically, socially and culturally.

Aston University’s history has been intertwined with the history of Birmingham, a remarkable city that once was the heartland of the Industrial Revolution and the manufacturing powerhouse of the world.

Born out of the First Industrial Revolution, Aston University has a proud and distinct heritage dating back to our formation as the School of Metallurgy in 1875, the first UK College of Technology in 1951, gaining university status by Royal Charter in 1966, and becoming the Guardian University of the Year in 2020.

Building on our outstanding past, we are now defining our place and role in the Fourth Industrial Revolution (and beyond) within a rapidly changing world.

For media inquiries in relation to this release, contact Helen Tunnicliffe, Press and Communications Manager, on (+44) 7827 090240 or email: h.tunnicliffe@aston.ac.uk


About Birmingham Women’s and Children’s NHS Foundation Trust

Birmingham Women’s and Children’s NHS Foundation Trust (BWC) brings together the very best in paediatric and women’s care in the region and is proud to have many UK and world-leading surgeons, doctors, nurses, midwives and other allied healthcare professionals on its team.

Birmingham Children’s Hospital is the UK’s leading specialist paediatric centre, caring for sick children and young people between 0 and 16 years of age. Based in the heart of Birmingham city centre, the hospital is a world leader in some of the most advanced treatments, complex surgical procedures and cutting-edge research and development. It is a nationally designated specialist centre for epilepsy surgery and also boasts a paediatric major trauma centre for the West Midlands, a national liver and small bowel transplant centre and a centre of excellence for complex heart conditions, the treatment of burns, cancer and liver and kidney disease.

The hospital is also home to one of the largest Child and Adolescent Mental Health Services in the country, comprising of a dedicated inpatient Eating Disorder Unit and Acute Assessment Unit for regional referrals of children and young people with the most serious of problems (Tier 4) and Forward Thinking Birmingham community mental health service for 0- to 25-year-olds.

Birmingham Women’s Hospital is a centre of excellence, providing a range of specialist health care services to over 50,000 women and their families every year from Birmingham, the West Midlands and beyond. As well as delivering more than 8,200 babies a year, it offers a full range of gynaecological, maternity and neonatal care, as well as a comprehensive genetics service, which serves men and women. Its Fertility Centre is one of the best in the country, while the fetal medicine centre receives regional and national referrals. The hospital is also an international centre for education, research and development with a research budget of over £3 million per year. It also hosts the national miscarriage research centre – the first of its kind in the UK - in partnership with Tommy’s baby charity.

For interview requests please email the Communications Team on bwc.communications@nhs.net



Connect with:
Roslyn Bill

Roslyn Bill

Professor of Biotechnology

Professor Bill's research on water flow in the body has revealed how to develop drugs that prevent brain swelling after injury or disease.

Membrane ProteinsBrain SwellingWater BalanceHealthy AgeingBrain Injury

You might also like...

Check out some other posts from Aston University

3 min

Professor Sangeeta Khorana made a Fellow of the Academy of Social Sciences

Professor Sangeeta Khorana, professor of international trade policy at Aston University, has been made a Fellow of the Academy of Social Sciences Fellows are elected for their contributions to social science, including in economic development, human rights and welfare reform The 2025 cohort of 63 Fellows will join a 1,700-strong Fellowship with members from academia, the public, private and third sectors. Professor Sangeeta Khorana, professor of international trade policy at Aston University, has been made a Fellow of the Academy of Social Sciences as part of the Autumn 2025 cohort. The 63 new Fellows have been elected from 39 UK organisations, comprising 29 higher education institutions, as well as think tanks, non-profits, business, and from countries beyond the UK including Australia and China. The Academy of Social Science’s Fellowship comprises 1,700 leading social scientists from academia, the public, private and third sectors. Selection is through an independent peer review which recognises their excellence and impact. Professor Khorana has more than 25 years of academic, government and management consulting experience in international trade. She has worked for the Indian government as a civil servant and on secondment to the UK Department for Business and Trade. Her expertise includes free trade agreement (FTA) negotiations and World Trade Organization (WTO) issues. As well as sitting on various expert committees, Professor Khorana is an advisor on gender and trade to the Commonwealth Businesswomen’s Network in London and serves on Foreign Investment Committee of the PHD Chambers of Commerce and Industry, India. The Autumn 2025 cohort of Fellows have expertise in a range of areas including educational inequalities, place-based economic development, human rights protection, the regulation of new technologies, and welfare reform, highlighting the importance, breadth and relevance of the social sciences to tackling the varied challenges facing society today. As well as excellence in research and professional applications of social science, the new Fellows have also made significant contributions beyond the academy, including to industry, policy and higher education. Professor Khorana said: “I am deeply honoured to be elected a Fellow of the Academy of Social Sciences. This recognition underscores not only the importance of international trade policy as a driver of inclusive and sustainable growth, but also the role of social sciences in shaping fairer and more resilient societies. At Aston University, my research seeks to bridge academia, government and industry to inform evidence-based trade policy for global cooperation. I am proud to contribute to the Academy’s mission of demonstrating how social science knowledge and practice can address some of the most pressing challenges of our time.” President of the Academy, Will Hutton FAcSS, said: “It’s a pleasure to welcome these 63 leading social scientists to the Academy’s Fellowship. Their research and practical applications have made substantial contributions to social science and wider society in a range of areas from international trade policy and inclusive planning systems through to innovative entrepreneurship and governing digital technologies. We look forward to working with them to promote further the vital role the social sciences play in all areas of our lives.”

4 min

Play, Learn, Lead: How Aston’s Gamification-Driven MBA Is Redefining Business Learning

Professor Helen Higson OBE of Aston Business School, discusses why gamification is embedded in all of the School's postgraduate portfolio of degrees Give the students something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results. (attributed to John Dewey, US educational psychologist (1859-1952) Imagine you’re the CEO of a cutting-edge robotics firm in 2031, making high-stakes decisions on R&D, marketing and finance; one misstep and your virtual company could collapse. You win, lose, adapt, and grow. This isn’t a case study, it’s your classroom experience at Aston Business School in Birmingham. Imagine you’re participating in Europe’s biggest MBA tournament, the University Business Challenge, where your strategic flair and financial acumen will be tested against the continent’s sharpest minds. Then you’re solving real-world sustainability crises in the Accounting for Sustainability Case Competition, crafting solutions that could be showcased in Canada. What if you could do all this from your classroom seat, armed with only your MBA learnings, teamwork and the thrill of gamified learning. At Aston, we believe the best way to master business is by doing business. That’s why we’ve embedded active learning through games, simulations, and competitions across all our postgraduate programs. The results? Higher engagement, deeper learning, and students who graduate with confidence and real-world skills. Research says gamified learning boosts motivation, lowers stress, and helps students adopt new habits for lifelong success. As educational researchers Kirillov et al. (2016) found, “Gamification creates the right conditions for student motivation, reduces stress, and promotes the adoption of learning material—shaping new habits and behaviours.” This has led to what Wiggins (2016), calls the “repackaging of traditional instructional strategies”. In Aston Business Sschool we have long embraced this approach as a way of increasing student outcomes and stimulating more student engagement in their learning. Our Centre for Gamification in Education (A-GamE), launched in 2018, is dedicated to advancing innovative teaching methods. We run regular seminars with internal and external speakers showcasing gamification adoption, design and research and we use these techniques across the ABS in a wide range of disciplines. (We have included two examples of this work in our list of references.) Furthermore, in 2021 we published a book which outlines the diverse ways in which we use these methods (Elliott et al. 2021). Subsequently, during 2024 we redesigned all our postgraduate portfolio of degrees, and as part of this initiative games and simulations were embedded across all programmes. Why Gamification Works Through simulations like BISSIM, students step into executive roles, steering futuristic companies through the twists and turns of a dynamic marketplace. A flagship programme running since 1981, BISSIM was developed in collaboration between academics from ABS and Warwick Business School, and every decision on R&D, marketing, or HR has real consequences as teams battle each other for the top spot. After each year of trading the results are input into the computer model. The results are then generated for each company in the form of financial reports, KPIs and other non-financial results and messages. Each team’s results are affected by their own decisions and the competitive actions of the other teams, as well as the market that they all influence. This year one of our academics, Matt Davies, has been awarded an Innovation Fellowship further to commercialise the game. Competitions with Global Impact We also encourage students to take part in national and international competitions which have the same effect of developing their engagement with real-life business problems on a global scale. Beyond the classroom, Aston students represent the university in major competitions like the University Business Challenge (in which ABS had the highest number of UK teams this year) and the Accounting for Sustainability (A4S) Case Competition, for which we are an “anchor business school”. Here, theory gets stress-tested against real-world scenarios and top talent from around the globe. The result? Award-winning teams, global experience, and friendships built under pressure. At the heart of this approach is Aston’s Centre for Gamification (A-GamE), dedicated to making learning interactive, motivating, and fun. Regular seminars, fresh research, and close ties to industry keep the curriculum evolving and relevant, so students graduate ready to lead, adapt, and thrive in any business environment. Why does it matter? In a volatile, fast-paced economy, employers appreciate agility, teamwork and decisiveness. At Aston, every simulation and competition is geared towards sharpening these skills. Graduates emerge not only knowledgeable, but prepared for the job market. Engagement Our students have been embracing these opportunities. Six MBA/Msc teams developed their A4S videos, hoping to reach the final in Canada early in 2025, and three teams out of nine reached the national UBC finals. Additionally, the BISSEM simulation has just finished inspiring another group of MBA students (particularly as the prize for the winning team was tickets to a game at our local Aston Villa premiership football (soccer) club, currently riding high in the league!). Typical feedback from non-Finance specialists is that they suddenly surprised themselves during their participation in the simulation and were reconsidering the options of taking a career in Finance. It seems that our original purposes have been met – increased confidence, passion, deep learning and engagement have been achieved. To interivew Professor Higson, contact Nicola Jones, Press and Communications Manager, on (+44) 7825 342091 or email: n.jones6@aston.ac.uk Elliott, C., Guest, J. and Vettraino, E. (editors) (2021), Games, Simulations and Playful Learning in Business Education, Edward Elgar. Kirillov, A. V., Vinichenko, M. V., Melnichuk, A. V., Melnichuk, Y. A., and Vinogradova, M. V. (2016), ‘Improvement in the Learning Environment through Gamification of the Educational Process’, International Electronic Journal of Mathematics Education, 11(7), pp. 2071-2085. Olczak, M, Guest, J. and Riegler, R. (2022), ‘The Use of Robotic Players in Online Games’, in Conference Proceedings, Chartered Association of Business Schools, LTSE Conference, Belfast, 24 May 2022, p. 79-81. Wiggins, B. E. (2016), ‘An Overview and Study on the Use of Games, Simulations, and Gamification in Higher Education’, International Journal of Game-Based Learning (IJGBL), 6(1), 18-29. https://doi.org/10.4018/IJGBL.2016010102

2 min

Are GCSEs delivering for students and society?

Ahead of the GCSEs results being released on Thursday 21 August Aston University work psychologist, Dr Paul Jones, discusses whether the exams are fit for purpose. He believes that our exam system narrows thinking, and GCSEs emphasise “right answers” and rote recall, creating risk-averse learners who are afraid to fail or think differently. Exams are harming wellbeing GCSEs were designed in the 1980s, when many left education at 16. Today, almost all young people continue to 18, yet they still face a stressful halfway checkpoint that often does more harm than good. Research shows GCSEs are linked to anxiety, sleeplessness and even self-harm. This isn’t about students being “less resilient”, t’s about a system that has prioritised bureaucracy, league tables, and exam statistics over wellbeing. GCSEs don’t prepare students for life Exams reward the ability to memorise and recall under pressure, but the world beyond school demands much more. Employers and universities want young people who can think critically, manage their own learning, collaborate, and adapt. By the time many reach university, students are burnt out from years of high-stakes testing. They often struggle with independence, risk-taking, and curiosity, the very qualities they need to succeed. Over-assessment stifles innovation Our exam system narrows thinking. GCSEs emphasise “right answers” and rote recall, creating risk-averse learners who are afraid to fail or think differently. Innovation, however, requires psychological safety: the freedom to explore, experiment, and make mistakes. In a world where AI can already handle routine tasks like recall and pattern analysis, the human edge lies in breaking moulds, challenging assumptions, and combining knowledge in new ways. Our current system suppresses exactly those skills. Moving GCSEs into the future We need fewer, smarter assessments and a curriculum that builds creativity, resilience, and innovation. Other countries use project-based learning, portfolios, and sampling tests to capture what young people can really do. Wales is already embedding wellbeing and digital skills into its new curriculum. England risks being left behind if it continues to cling to an exam-heavy model designed for a different era. The bottom line Our young people deserve an education that prepares them for life, not just for exams. We should be measuring what really matters: wellbeing, creativity, and the ability to thrive in a fast-changing, AI-driven world. To speak to Dr Jones or for any media inquiries in relation to this please contact Nicola Jones, Press and Communications Manager, Aston University on (+44) 7825 342091 or email: n.jones6@aston.ac.uk

View all posts