Featured Post from Aston University

Nutrition education should be ‘on the menu’ of all healthcare professionals’ education - new research

Oct 25, 2022

3 min

Dr Duane Mellor



  • Research suggests nutrition education should be on the curriculum of all medical students as well as other healthcare professionals
  • Association for Nutrition develops new curriculum ready for medical students
  • Aston University is one of the pioneers in delivering and embedding nutrition education as part of its medical school undergraduate programme.


All healthcare professionals should study a curriculum of nutrition education during their studies in order to help better support public health – new paper suggests.


Nutritional researchers from Aston University, with colleagues from other universities and leading nutritional groups, worked with the Association of Nutrition (AfN) to help develop a curriculum that can be rolled out amongst all undergraduate medical school students with potential for modules to be taught to other healthcare professional courses.


The paper jointly published in the British Journal for Nutrition and BMJ Nutrition, Prevention and Health examined the development of a new curriculum aimed at undergraduate medical students and made recommendations on its roll out nationally, with a view to it subsequently being implemented into other healthcare courses.


The AfN Undergraduate Curriculum in Nutrition for medical doctors has been designed to be presented to medical students as an integral part of their general undergraduate training, making it clear how nutrition interrelates with the study of other systems and contributes to an inclusive understanding of health and disease.


Dr Duane Mellor, clinical dietitian and senior lecturer at Aston Medical School at Aston University and co-author on the paper, said:

“At present, lifestyle related health problems from living with obesity, through to high blood pressure, type 2 diabetes, heart disease and several cancers can all be linked to diet across our communities. Whereas in hospitals around a third of patients coming in can be undernourished.


“Nutrition and food play a key role to both keeping us healthy and helping to manage disease, which is why it is imperative we educate our future doctors and other health professionals about the role of nutrition in patient care.”


The paper sets out not only the need for nutrition education and the gaps, but how it can be included as part of what is already a very busy and content heavy curriculum. It builds on areas of the curriculum where nutrition could even be used to help teach concepts such as epidemiology.


It highlights how historically medical education along with the education of many health professionals not specialising in nutrition often have only a few hours of teaching on the subject.


Dr Glenys Jones, deputy chief executive at the Association for Nutrition, who led the curriculum development project and is co-author on the recent paper, said:


“Nutrition is a key and modifiable determinant of health and wellbeing, therefore it is essential our future medical and healthcare professionals are equipped to be able to identify when nutrition could be involved in a patient’s condition in order for this to form part of their care.


“The curriculum is not designed to turn our doctors into nutritionists or dietitians, but to give them the knowledge and skills to be able to think about whether nutrition could be playing a role and having the confidence and knowledge of who, when and how to refer on to suitable nutrition professionals when this is needed.”


Aston University is a pioneer in the key area of nutrition education of the future healthcare workforce. As one of few UK universities with a dietitian or nutritionist as part of the teaching team within its medical school, these skills are now being developed to benefit the training of other health professionals.


Dr Mellor added: “As one of a few dietitians and nutritionists embedded into the teaching team at Aston Medical School, we have been able to integrate nutrition across our curriculum.


“It is great to be able to highlight how nutrition links to the basic science areas such as biochemistry through to how you can encourage a patient to think about changing their diet in clinical skills".


Aston University has also started to explore with the Association for Nutrition the potential need for nutrition education in other professions. From this an outline of a core curriculum for nutrition for a range of health professionals is in development.


Dr Mellor also plans to work with colleagues to further develop nutrition teaching at Aston University, thus helping students across subjects such as optometry and pharmacy to gain a better understanding of nutrition and how it impacts on their areas of expertise.


For more information about Aston Medical School please visit our website.



Connect with:
Dr Duane Mellor

Dr Duane Mellor

Visiting Academic

Dr Mellor is an award-winning dietitian, science communicator, medical educator and researcher.

Food ScienceDieteticsDiabetesObesityNutrition

You might also like...

Check out some other posts from Aston University

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

2 min

Aston University researcher investigates safety risks of secondhand cosmetics sold online

As second-hand beauty products grow in popularity, so do questions about their safety. At Aston University, Dr Amreen Bashir, senior lecturer in biomedical science, is leading an academic investigation into the microbiological risks associated with pre-owned cosmetics being sold through online platforms like Vinted and Facebook Marketplace. The project, which has received ethical approval from the University’s Health and Life Sciences Ethics Committee, will assess the types of bacteria and potential contaminants found in used cosmetics – such as makeup and skincare – when they are resold and reused by new owners.  “Second-hand beauty is trending for sustainability and affordability,” said Dr Bashir. “But very little research has explored what’s actually living in those products — and what kind of risk that might pose to everyday users.” Why this matters Pre-owned beauty items are often marketed as sustainable and cost-effective, but without careful handling they can harbour microorganisms – from bacteria to mould – that may cause infections, allergic reactions, or worse. Without knowing when a product was first opened or its expiry date, buyers could be unknowingly using unsafe cosmetics. Dr Bashir’s study will be among the first in the UK to analyse not just contamination, but also expiry timelines, and how low consumer awareness of these dates adds to the risk. The study will explore: • Types of microbiological contamination found in used products • Risks posed by product type (e.g., mascaras vs. powders) • Storage conditions and packaging integrity • Expiry dates and consumer awareness, for example: - Cosmetics have expiry timelines printed as either a date or a small jar symbol with a number (e.g., 6M, 12M, 24M, 36M), indicating months after opening. - Products can be contaminated long before the expiry date if not stored properly. - Dr Bashir’s previous research found that many makeup users didn’t know where to find the expiry date on the packaging and often kept products for years past their safe-use period. Potential to shape consumer safety and regulation With second-hand beauty sales on the rise, the findings could help shape public health messaging, consumer awareness campaigns, and online marketplace guidelines. Results could also support industry discussions on product labelling, returns, and hygiene standards. The project bridges the gap between digital consumer behaviour and health science, with implications for how individuals make purchasing decisions and how regulations adapt to a fast-changing beauty market. ⸻ Want to learn more or collaborate? Updates will be shared through academic publications and public-facing channels once data collection and sample testing are complete. Click on the icon below to connect with: Dr Amreen Bashir, senior lecturer in biomedical sciences Areas of expertise: Clinical microbiology, antimicrobial resistance, bacteria found in food, makeup products, food and water microbiology

View all posts
Powered by