GLP-1 Agonists and the Consumer: what is the impact of appetite suppressors on long term sensory perception, food choice, nutrition and health at University of Reading

Gut hormone equivalents, particularly GLP-1 receptor agonists (GLP-1RAs) are now common therapies for type 2 diabetes (T2D) and obesity. They suppress appetite and food intake, leading to weight loss. However, long-term effects of GLP1-RAs remain unknown. Tackling obesity merely through pharmacology does not address the multitude of factors that influence obesity. Evidence suggest this can lead to weight regain after discontinuing GLP-1RAs.Aroma and taste stimulate appetite. Both odour and taste receptors are found in the gut, and molecules stimulating these receptors impact gut hormone regulation. Moreover, GLP-1 receptors are also located in the brain and hedonic reward from taste may be influenced by these receptors. Few studies have investigated the impact of GLP-1RAs on human taste and smell perception, on taste liking and hedonic reward mechanisms over time, and on food consumer choice behaviour. However, one US study has demonstrated that GLP-1RAs significantly impaired taste function.Research aims: This research will investigate the impact of GLP-1RAs on taste and aroma sensitivity, food reward conceptualisation, and food choice behaviour. We hypothesise that this understanding will enable the development of long-term healthy and rewarding diets with, and for, GLP-1RA users.Student profileEssential for project: A background in one or more of the following: food science, nutrition, dietetics or sensory science.Desirable for project: This study involves working with volunteers throughout the research, hence it would be preferable for candidates to have prior experience of working with people.Minimum requirements for all FoodBioSystems applicants: An upper 2nd class degree (or equivalent) in a subject relevant to the project. Candidates with a lower class of Bachelors degree, but merit or above at Masters level will also be considered. Demonstrable skills in problem-solving, team-working, communication and time management. Training Project specific training opportunities: Professor Lisa Methven and Dr Ezgi Ozen (University of Reading) will provide training on all aspects of research ethics, good clinical practice, study design, sensory science methodologies, participatory research methods, dietary evaluation methods, anthropometric measurements (including bioelectrical impedance analysis) and statistics. Dr O’Hara (Queens University Belfast) will provide training on research within clinical practice, effective delivery of comprehensive dietary guidance within the NHS, and understanding of regional differences within the UK. The British Nutrition Foundation will support the student with supervision and expert advice around nutrition information communication and resources, and dissemination of research findings. Professor Jane Parker co-leads the Global Consortium on Chemosensory Research, and her expertise will ensure experimental design that translates global research, enabling the student to establish a global network in this field of research.FoodBioSystems training opportunities: Throughout their studentship, all FoodBioSystems doctoral researchers participate in cohort training that covers four key themes: food systems, big data (data analytics and modelling), business, and research fundamentals. All doctoral researchers complete a placement: either project-related with a non-academic (CASE) partner, or unrelated to the project and outside the academic environment (PIPS). Details of training are available on the DTP website: https://research.reading.ac.uk/foodbiosystems/training/.Project supervision styleThe student will meet weekly with their primary supervisor, and have monthly meetings with the wider supervisory team. As a team of five supervisors we need to ensure this has no unintended negative consequences, such as the student feeling they are driven in different directions, or that we are duplicating supervisor time. Our strategies to avoid this include the student circulating brief notes and actions points from each meeting to keep the team on-board, having an agenda for the monthly meetings and discussing with the primary supervisor what scientific input is needed at each monthly meeting to make best use of everyone’s time. The benefits of the larger supervisory team are in the breadth of skills they will support the student with. Monthly meeting will be documented to assess progress, solve problems, address training requirements and forthcoming events. The student will additionally contribute to the sensory science group’s monthly meetings.