Introduction: Although interprofessional education (IPE) experiences inherently include students from different academic programs working together, most quantitative IPE longitudinal research is analyzed at the all-student level or academic program level. There is a need to assess IPE outcomes at the team level. Methods: Pre-licensure students participating in a two-year IPE curriculum were randomly assigned to 60 teams. Each student completed the Student Perceptions of Interprofessional Clinical Education Revised instrument, version 2 (SPICE-R2) using a retrospective pre/post-test design at the end of the first and second year. Boxplots of score changes for each of the teams were constructed. Differences in SPICE-R2 score changes over time (Year 1 to Year 2) across teams were examined using a two-way repeated measures ANOVA to understand potential interactions between the factors of team and time. Results: Positive, negative, and neutral changes in team boxplot dispersion scores were noted. A two-way repeated measure ANOVA found a significant interaction of team and time for SPICE-R2 score changes (p-value = 0.041), which indicated score changes from Year 1 to Year 2 were dependent on individual student teams. Discussion: Additional research is needed at the team level, as the goal of IPE is to develop learners to practice collaboratively on teams. Well-designed research using theory and/or frameworks and respective assessments are needed to advance the research in this area. Implications for Practice There is a need to explore the impact of IPE interventions at the team level. Further research studying the bases of attitudes is needed to determine impact on IPE attitudes and behaviors. Identifying specific theories and/or frameworks in the development of IPE activities can identify effective interventions to support positive attitudes needed for collaborative practice.

Diet is one of the primary determinants of gut microbiota composition and its metabolic output. That output is emerging as a critical determinant of systemic health and has been linked to most physiological systems in the body, yet its relationship to skeletal muscle physiology has only recently received attention. Evidence from experimental, observational, and clinical studies supports the existence of a gut–muscle axis, in which microbial composition and metabolic activity in the gut, influenced by diet, affect muscle metabolism, strength, function, and physical performance. Fiber, protein intake, probiotics, prebiotics, synbiotics, and fermented foods are examples of dietary constituents that transiently alter the gut microbiota, producing key metabolic mediators including short-chain fatty acids (SCFA), microbially generated amino acid products, and metabolites implicated in systemic inflammation and gut barrier integrity, alongside endocrine crosstalk involving myokines and hormones (e.g., cortisol and testosterone). Human studies consistently associate higher microbial diversity and enrichment of SCFA-producing taxa with improved muscle-related outcomes, while age-related dysbiosis has been linked to sarcopenia and functional decline. This narrative review summarizes current evidence of the gut–muscle axis and highlights potential mechanisms linking gut microbial composition to skeletal muscle function. Future advances in personalized nutrition may offer novel opportunities to preserve muscle health and functional capacity throughout aging.

The interprofessional education (IPE) literature showcases many studies reporting results at the all-student and academic program levels. However, if the purpose of IPE is to develop collaborative-practice ready professionals, analysis at the team level would better support the advancement of the IPE literature and future health care goals. Pre-licensure students engaged in a two-year IPE curriculum and individually completed the Student Perceptions of Interprofessional Clinical Education-Revised survey, version 2 (SPICE-R2), at the end of the first and second year. Teams were comprised of health profession students from 12 academic programs associated with the university. Exploratory and longitudinal analyses of the change in mean SPICE-R2 scores from post-year 1 and post-year 2 were conducted. Overall positive changes were seen at the all-student level. However, exploration at a team level revealed more divergent outcomes. Further research into the determinants of these team-level disparities is required to improve IPE curriculum design.