Advancing FASD education through interprofessional learning: A practice note for health science curricula

Fetal alcohol spectrum disorder (FASD) is a highly prevalent yet underrecognized condition that requires multidisciplinary, stigma-free care. Despite its significance, FASD education is inconsistently addressed in health science curricula, leaving future health care professionals underprepared to support affected individuals. To address this gap, we developed an interprofessional educational activity for first-year pharmacy and nutrition students at the University of Saskatchewan. The initiative was informed by an informal literature review and stakeholder consultations with individuals living with FASD and support workers. These conversations highlighted essential competencies, including person-centred communication, trauma-informed care, and strategies to overcome barriers to engagement. The resulting activity combines a foundational lecture with a case-based learning (CBL) session designed to foster collaboration and practical skill development. Four authentic case scenarios were generated using artificial intelligence (AI) and refined through prompt engineering to ensure accuracy and alignment with learning objectives. Students work in interprofessional groups to analyze cases, apply FASD concepts, and practice non-stigmatizing communication strategies. This practice note describes the development process, including integration of lived experience, educational design principles, and AI-supported case creation. By embedding FASD-focused, interprofessional learning early in health science training, this initiative is designed to reduce stigma, improve preparedness, and promote patient-centred care. Future steps include piloting the activity and conducting a formal evaluation to inform broader implementation and adaptation across disciplines.