Bolus Ingestion of Whey Protein Immediately Post-Exercise Does Not Influence Rehydration Compared to Energy-Matched Carbohydrate Ingestion.

Whey protein is a commonly ingested nutritional supplement amongst athletes and regular exercisers; however, its role in post-exercise rehydration remains unclear. Eight healthy male and female participants completed two experimental trials involving the ingestion of 35 g of whey protein (WP) or maltodextrin (MD) at the onset of a rehydration period, followed by ingestion of water to a volume equivalent to 150% of the amount of body mass lost during exercise in the heat. The gastric emptying rates of the solutions were measured using 13C breath tests. Recovery was monitored for a further 3 h by the collection of blood and urine samples. The time taken to empty half of the initial solution (T1/2) was different between the trials (WP = 65.5 ± 11.4 min; MD = 56.7 ± 6.3 min; p = 0.05); however, there was no difference in cumulative urine volume throughout the recovery period (WP = 1306 ± 306 mL; MD = 1428 ± 443 mL; p = 0.314). Participants returned to net negative fluid balance 2 h after the recovery period with MD and 3 h with WP. The results of this study suggest that whey protein empties from the stomach at a slower rate than MD; however, this does not seem to exert any positive or negative effects on the maintenance of fluid balance in the post-exercise period.

Staff and student perceptions of computer-assisted assessment for physiology practical classes.

Effective assessment of laboratory practicals is a challenge for large-size classes. To reduce the administrative burden of staff members without compromising the student learning experience, we utilized dedicated computer software for short-answer question assessment for nearly 300 students and compared it with the more traditional, paper-based method of assessment of the same student cohort. Students were generally favorably disposed toward computer-assisted assessment (CAA): 75% of the students responded that for future assignments, they either had no preference for the method of assessment or would prefer CAA. Advantages were perceived to be remote access to the questions and ease of submission. The most common disadvantage cited was lack of internet access. Various advantages of CAA were mentioned by staff members: notably, the reduction in marking time and reduction of paperwork as well as the potential for the software to detect plagiarism and to administer anonymous marking. Disadvantages to CAA were the need to tailor questions to the technology, having to adapt to reading answers and marking onscreen, and the quality of feedback to students. All of the disadvantages could be overcome by training and improved versions of CAA software, currently under development. The use of CAA has proved to be a welcome addition to the tools available to staff members for the assessment of practical classes, and future improved versions of the software will increase the utility of this assessment method.