DIET, THE GUT, FOOD ALLERGY AND INTOLERANCE - 2026/7

Module Overview

This module aims to give an overview of adverse reactions to foods with a focus on immune-mediated adverse reactions including IgE-mediated food allergy and coeliac disease 

Module provider

School of Biosciences

Module Leader

MILLS Clare (Biosciences)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

Module cap (Maximum number of students): N/A

Module Availability

Semester 2

Prerequisites / Co-requisites

NA

Module content

• Classification of adverse reactions to foods including 
  • Non-immune mediated adverse reactions (pharmacologic [histamine, tyramine], enzymatic [persistent and transient lactose intolerance], irritable bowel syndrome and the importance of fermentable oligosaccharides, disaccharides, monosaccharides, and polyols (FODMAPs);
  • Immune-mediated adverse reactions (Coeliac disease, IgE-mediated food  allergy, eosinophilic gastrointestinal disease including eosinophilic oesophagitis), food enteropathy, protein induced proctocolitis, food protein induced enterocolitis
• Patterns and prevalence of different adverse reactions to foods
• Current knowledge of the pathophysiology, cellular and molecular mechanisms of different types of adverse reactions to foods including the hygiene and dual barrier hypotheses and the development of tolerance
• Diagnosis and treatments (including rescue medication used for IgE-mediated food allergies), the role of elimination diets, food challenges and identification of minimum eliciting doses
• Understand how food processing and the food matrix can affect allergenicity of foods 
• Food allergy management strategies including food avoidance and how to making safe and nutritious food choices, including how to read and interpret food allergen labelling using case studies and example of food labels
• Nutrition during pregnancy and early life including introduction of allergenic foods into the infants diet and acquisition of tolerance. 
• Understanding the impact of food allergy and intolerance on individuals quality of life. 
• Module-themed lunch to provide practical examples of the issues relating to allergies and intolerances

 

Assessment pattern

Alternative Assessment

NA

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to both demonstrate knowledge and translational approaches the pathophysiology of the disease through to clinical practice and the approaches used in dietary avoidance. These will be a mix of knowledge-based and applied real-world assessments based on the varied role of those aiming to to provide dietary advice and support.  Thus, the summative assessment for this module consists of written coursework. This will include a variety of formats, such as: 

• Traditional essays, for example evidence-based summaries on a specific topic area covered in the module
• Case study assignment, for example devising a nutritional management for a patient based on clinical information and symptomology.
• Research dissemination to a wider audience, for example writing a newspaper article of a topic related to the module for a lay audience.
• Developing resources for use within clinical practice based on the module content, for example devising a group-based nutritional education programme for patients with a food allergy
• Critical evaluation of a research study/paper in the field

 Formative assessmentCase study sessions in class ¿ an opportunity for students to work in small groups¿ to speculate on demands, and requirements, identify issues, and propose possible nutritional strategies.  FeedbackReal-time feedback is provided in-class on formative case studies.  In addition to written feedback on submitted assignments 

Module aims

• To give an overview of adverse reactions to foods with a focus on immune-mediated adverse reactions including IgE-mediated food allergy and coeliac disease
• To explain the pathophysiology of adverse reaction summarizing current knowledge of cellular and molecular mechanisms of disease including the hygiene hypothesis and dual barrier hypothesis
• To discuss the patterns and prevalence of different types of adverse reactions to food across the world;
• To review the diagnosis and treatments (including rescue medication used for IgE-mediated food allergies) and management strategies including food avoidance and how to making safe and nutritious food choices
• To consider the impact of adverse reactions to food on quality of life

Learning outcomes

Methods of Teaching / Learning

The learning and teaching methods will include lectures, group class discussions and case studies. In addition to reading lists there will be an opportunity to explore issues using web-tools to support  independent learning. There will be a practical exercise, based on relevant case studies to inform an activity and then review both the allergen labels and nutritional quality of food products including those ticketed as free-from. Case studies will be used in a practical workshop to interpret clinical diagnoses in terms of food avoidance and advice to food allergic consumers. Group discussions based on the module-themed lunch menu 

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: BMSM005

Other information

Employability: The module is designed to provide not just advanced theory in this nutritional discipline but the application of knowledge applicable directly to clinical and professional practice.  Through the use of authentic assessments, and formative in class activities, students deal with real life case studies, as well as produce in-depth evidence-based scientific and lay summaries and recommendations. In addition, students are exposed directly to clinical practitioners (specialist dietitians, health psychologists, and medics) in addition to external speakers in a range of disciplines, gaining an appreciation of the full scope of the topic, including that of the patients themselves.  

 

Resourcefulness and Resilience: The teaching of this module provides a scaffold around which students need to apply their knowledge and resourcefulness to solve problems and demonstrate innovation.  The nature of the assessments and formative activities in class are such that students will be required to draw upon their individual and collective resourcefulness, often working in partnership with other students to work through case studies and come up with nutritional solutions.

Programmes this module appears in

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2026/7 academic year.