Home / All about studying / How We Keep Our Course Content Up to Date
We continually review and update course content to reflect the evolution of expert knowledge, changes in guidelines, and insights from teaching. Not every new study automatically means a change to a lesson. What matters is whether the new finding holds up in a broader context and truly changes how the topic should be explained or applied in practice.
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Nutrition is a field in which scientific knowledge is constantly evolving. Some basic principles remain stable over the long term, while other areas advance more quickly.
Therefore, we revisit individual lessons to check whether they still reflect the current state of knowledge, whether important context is not missing, and whether each topic is explained clearly.
However, updating does not mean we change the content every time a new study is published.
The results of individual studies can be interesting, but on their own they are not necessarily a reason to change the teaching content.
When evaluating new information, it is important to consider the quality of the study itself, the size and characteristics of the group studied, the significance of the observed result, whether similar conclusions are supported by other work, and how the new finding fits into the existing body of expert knowledge.
We therefore do not automatically consider newer information better just because it was published more recently.
We describe in more detail the principles we use to assess expert information on the page How we work with scholarly sources.
There can be several reasons to adjust the content:
If sufficient high-quality evidence emerges in a given area that changes the current view of the topic, we incorporate it into the relevant parts of the course.
For some topics, we also draw on recommendations from professional societies, healthcare institutions, or other relevant authorities. If these recommendations change significantly, the change needs to be reflected in teaching as well.
The original information may remain correct, but new findings can broaden its significance or reveal relationships that were not previously clear. In such cases, it may not be necessary to replace the original content; often it is enough to add context that helps the topic be better understood.
If we come across information, wording, or a figure that no longer reflects the current state of knowledge or could be interpreted inaccurately, we adjust the relevant section.
The content can also change based on how students understand individual topics.
If the same questions keep recurring for a particular section, it may signal that an important context, example, or more detailed explanation is missing.
The pace of development varies considerably across different areas of nutrition.
Basic physiological principles can remain stable for a long time. Other areas change more quickly because new research, technological developments, or updated professional guidelines come into play.
Therefore, the goal is not to replace older information with newer information solely based on the publication date.
What matters is, whether the state of knowledge has truly changed and whether that change is relevant to the content of the given lesson.
Adjusting a course does not always mean rewriting an entire lesson.
Sometimes it is enough to correct or refine a single data point, change the wording, add new context, or include a more suitable example. At other times, it may be appropriate to rework a larger part of the topic or create an entirely new lesson.
The extent of the change always depends on what actually needs to be adjusted in the content.
The digital format of our courses allows us to update individual lessons on an ongoing basis without having to wait for a new edition of lecture notes or textbooks. If a piece of information needs to be corrected, expanded, or better explained, the change is reflected directly in the relevant study material.
This way, students work with continuously updated content rather than material locked in a form created several years ago.
Technically correct content is not automatically easy to understand. Over time, it may become clear that some topics can be explained in a different order, supplemented with a more suitable example, or better linked to the practical component. Such a change does not mean the original information was wrong; only the way it is presented to the student changes.
Therefore, course updates encompass not only the expert content, but also its clarity and its alignment with the rest of the curriculum.
Mgr. Martin Jelínek
Founder of NutriCourses, lecturer and author of an educational system in the field of nutrition. He has been systematically engaged in nutrition education since 1999. He is the author of the educational application ZOF and professional publications focused on nutrition and a healthy lifestyle.
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Mgr. et Mgr. Zdeňka Trummová
I have been involved in healthy living and quality nutrition for about ten years. In the initial stages of this period, I managed to lose thirty kilograms that I gained during my school years. I knew I had made some progress, but I had even more ahead of me – to not gain the weight back, to feel good, to enjoy food without guilt, and most importantly, to find a lifestyle that is sustainable. In the past, I tried many different approaches to nutrition, but I always lacked a meaningful integration of the accumulated information. I began the Nutrition for Children course primarily for professional reasons, but a duty turned into joy, and new as well as past information began to fall into place, and I already know that this course is not my last. The course methodology is very well designed, with complete information and answers to questions provided. Mr. Jelínek willingly explains everything that questions are asked about regarding the study material. A major positive of the entire course is the completion of partial tasks in the ZOF educational game. Students can immediately try theoretical information in practice and learn about the effects that the prepared meal has on various processes in the human body.
Blanka Kubáňková
The reviews by course participants have probably covered all the essential points, and I can completely identify with all of them. Therefore, for my own evaluation of the course, I would like to use a quote from the last day of the course (for those who didn't attend: to make the course more engaging, a quote was available for each day of study): "An average teacher tells. A good teacher explains. An excellent teacher demonstrates. The best teacher inspires." For me, Mgr Jelínek is the best teacher because he inspired me with his experience, course leadership, and approach to individual participants to pursue further education. Fortunately, there are many options to choose from, so I look forward to participating in his other courses. END OF TEXT.
Ing. Dana Balcarová
I will never regret that I enrolled to the course of Martin Jelínek. I am still tingling when I think about the day. It was essential for me: I grew mature! I was literally drinking in every lesson and gradually started to understand, how our organism works, what we can affect and how blind we often are. It is exactly what I needed: to understand!!! It moved me forward. I am happy that I can help my friends and set menu to anybody according to his wishes and his goals. I am happy to share gained knowledge, even though my original profession is different and for now, I cannot be fully engaged in nutrition. I would like to thank for comprehensible and complex introduction to this issue. It changed my life to better.