The influence of a 6.5% carbohydrate-electrolyte solution on performance of prolonged intermittent high-intensity running at 30 degrees C

Nine male student games players consumed either flavoured water (0.1 g carbohydrate, Na+ 6 mmol x l(-1)), a solution containing 6.5% carbohydrate-electrolytes (6.5 g carbohydrate, Na+ 21 mmol x l(-1)) or a taste placebo (Na+ 2 mmol x l(-1)) during an intermittent shuttle test performed on three separate occasions at an ambient temperature of 30 degrees C (dry bulb). The test involved five 15-min sets of repeated cycles of walking and variable speed running, each separated by a 4-min rest (part A of the test), followed by 60 s run/60 s rest until exhaustion (part B of the test). The participants drank 6.5 ml x kg(-1) of fluid as a bolus just before exercise and thereafter 4.5 ml x kg(-1) during every exercise set and rest period (19 min). There was a trial order effect. The total distance completed by the participants was greater in trial 3 (8441 +/- 873 m) than in trial 1 (6839 +/- 512, P < 0.05). This represented a 19% improvement in exercise capacity. However, the trials were performed in a random counterbalanced order and the participants completed 8634 +/- 653 m, 7786 +/- 741 m and 7099 +/- 647 m in the flavoured water (FW), placebo (P) and carbohydrate-electrolyte (CE) trials, respectively (P = 0.08). Sprint performance was not different between the trials but was impaired over time (FW vs P vs CE: set 1, 2.41 +/- 0.02 vs 2.39 +/- 0.03 vs 2.39 +/- 0.03 s; end set, 2.46 +/- 0.03 vs 2.47 +/- 0.03 vs 2.47 +/- 0.02 s; main effect time, P < 0.01). The rate of rise in rectal temperature was greater in the carbohydrate-electrolyte trial (rise in rectal temperature/duration of trial, degrees C x h(-1); FW vs CE, P < 0.05; P vs CE, N.S.). Blood glucose concentrations were higher in the carbohydrate-electrolyte than in the other two trials (FW vs P vs CE:rest, 4.4 +/- 0.1 vs 4.3 +/- 0.1 vs 4.2 +/- 0.1 mmol x l(-1); end of exercise, 5.4 +/- 0.3 vs 6.4 +/- 0.6 vs 7.2 +/- 0.5 mmol x l(-1); main effect trial, P < 0.05; main effect time, P < 0.01). Plasma free fatty acid concentrations at the end of exercise were lower in the carbohydrate-electrolyte trial than in the other two trials (FW vs P vs CE: 0.57 +/- 0.08 vs 0.53 +/- 0.11 vs 0.29 +/- 0.04 mmol x l(-1); interaction, P < 0.01). The correlation between the rate of rise in rectal temperature (degrees C x h(-1)) and the distance completed was -0.91, -0.92 and -0.96 in the flavoured water, placebo and carbohydrate-electrolyte conditions, respectively (P < 0.01). Heart rate, blood pressure, plasma ammonia, blood lactate, plasma volume and rate of perceived exertion were not different between the three fluid trials. Although drinking the carbohydrate-electrolyte solution induced greater metabolic changes than the flavoured water and placebo solutions, it is unlikely that in these unacclimated males carbohydrate availability was a limiting factor in the performance of intermittent running in hot environmental conditions.     

Case studies from morning report: librarians' role in helping residents find evidence-based clinical information

In primary care specialties, Morning Report is a traditional vehicle for expanding medical residents' training in diagnosis and treatment. At one academic medical center, residents and faculty in the Department of Family and Community Medicine use case-based teaching, centered around planning and reviewing patient management, to review intriguing cases from patient encounters in the department's hospital service. Seeking to improve the level of evidence-based information exchanged at Morning Report, department leaders invited reference librarians from the health sciences library to attend weekly Morning Report. The librarians saw this as an opportunity not only to improve residents' information-seeking skills, but also to improve librarians' teaching skills and understanding of the needs of users in clinical settings. This paper describes the evolution of librarians' involvement in Morning Report, examples of the kinds of contributions librarians have made in this setting, and changes made in Morning Report sessions to facilitate this activity.     

Personal digital assistant-based drug information sources: potential to improve medication safety.

OBJECTIVES: This study compared the potential for personal digital assistant (PDA)-based drug information sources to minimize potential medication errors dependent on accurate and complete drug information at the point of care. METHODS: A quality and safety framework for drug information resources was developed to evaluate 11 PDA-based drug information sources. Three drug information sources met the criteria of the framework: Eprocrates Rx Pro, Lexi-Drugs, and mobileMICROMEDEX. Medication error types related to drug information at the point of care were then determined. Forty-seven questions were developed to test the potential of the sources to prevent these error types. Pharmacists and physician experts from Creighton University created these questions based on the most common types of questions asked by primary care providers. Three physicians evaluated the drug information sources, rating the source for each question: 1=no information available, 2=some information available, or 3 = adequate amount of information available. RESULTS: The mean ratings for the drug information sources were: 2.0 (Eprocrates Rx Pro), 2.5 (Lexi-Drugs), and 2.03 (mobileMICROMEDEX). Lexi-Drugs was significantly better (mobileMICROMEDEX t test; P=0.05; Eprocrates Rx Pro t test; P=0.01). CONCLUSION: Lexi-Drugs was found to be the most specific and complete PDA resource available to optimize medication safety by reducing potential errors associated with drug information. No resource was sufficient to address the patient safety information needs for all cases.     

Book reviews

Journal Publishing By Gillian Page, Robert Campbell and Jack Meadows, Cambridge: Cambridge University Press, 1997, 420 pp £35.00, ISBN: 0 521 44137 4 Small Publishers A–Z: The guide to good publishing By Daphne Macara, West Molesey: Pandor House Publications, 1997, 44pp £6.50, ISBN: 1 871248 03 5     

Rethinking science literacy: Enhancing communication and participation in school science through affirmational dialogue journal writing

For many students the study of science can be very disaffirming. This may lead to passivity in class and a lifelong disaffection with science, outcomes which defeat the long‐term purpose of trying to achieve scientific literacy for all students. This article represents a new way of framing scientific literacy with a “science for all” goal, based on a nexus of psychological, sociological, and critical literacy theory. A science education researcher and a science teacher collaborated in trialing the use of affirmational dialogue journal writing with early adolescents in a high school situated in a low socioeconomic status area. The intervention was found to be successful on a number of fronts. An approach which affirms students' experience can lead to a deeper approach to learning for adolescent science students. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 699–717, 1999     

Moving from outside to inside: High school students' use of apprenticeships as vehicles for entering the culture and practice of science

The purpose of this study was to investigate how research apprenticeships shaped students' views of the culture and practice of science. Twenty‐seven 11th and 12th graders from across the United States and American Samoa participating in a summer research program were interviewed individually three times over 7 weeks. Seven students were selected as a representative focus group, and in addition to interviews, their journals, entrance questionnaires, and exit questionnaires were analyzed for what they revealed about students' ideas of what constituted scientific work, of the research process, of the existence and importance of communities in which they participated, and of the roles they played in these communities. Based on the pattern of student comments and perspectives, we identified four dimensions of scientific practice and culture whose salience and complexity increased and became articulated over the 7‐week period. These dimensions included technical language, collaboration, uncertainty, and inquiry. The learning that took place with regard to these dimensions took place within three program‐embedded communities, which we identified as laboratory‐centered, program‐centered, and peer‐centered. The roles students played in these communities and the degree to which they could make use of resources within them contributed to students' view of scientific practice and culture, and to the development of the identity kits they began to construct of themselves as scientists. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 677–697, 1999