In this report, we describe a patient who developed an acute trigeminal neuritis and cervical radiculitis after receiving a Pfizer-BioNtech vaccination (tozinameran) against SARS-CoV-2.

The integration of Generative Artificial Intelligence (GenAI) into health professions education (HPE) is rapidly transforming learning environments, raising questions about its impact on teaching and learning. This mixed methods study explores clinical educators’ and undergraduate students’ perceptions and attitudes about using GenAI tools in HPE at a tertiary hospital in Singapore. Using the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT) as theoretical frameworks, we designed and administered a survey and conducted interviews to assess participants’ perceived usefulness, ease of use, and concerns related to GenAI adoption. Quantitative survey data were analyzed for frequencies and percentages, while qualitative responses underwent thematic analysis. Results showed that students demonstrated higher GenAI adoption rates (68.7%) compared to educators (38.5%), with GenAI perceived as valuable for efficiency, research, and personalized learning. However, concerns included over-reliance on GenAI, diminished critical thinking, and ethical implications. Educators emphasized the need for institutional guidelines and training to support responsible GenAI integration. Our findings suggest that while GenAI holds great potential for enhancing education, structured institutional policies and ethical oversight are crucial for its effective use. These insights contribute to the ongoing discourse on GenAI adoption in HPE.

The development of Educator Identity has a significant impact on well-being, motivation, productivity, and the quality of teaching. Previous research has shown that conflicting responsibilities and a challenging work environment could negatively affect the development of Clinical Educator Identity within an organization. However, there is a lack of research that identifies the factors affecting Clinical Educator Identity Formation and provides guidance on how organizations can support its development, maintenance, and advancement. To examine the phenomenology of Professional Identity Development in experienced Senior Clinical Educators in Singaporean hospitals, the study utilized an exploratory qualitative approach. The data was collected from September 2021 to May 2022 through one-to-one interviews. Four investigators analyzed the data using constant comparative analysis to identify relevant themes. Eleven senior educators revealed that personal, relational, and organizational factors influenced the development of Clinical Educator Identity. The relational aspect was a vital enabler, while organizational culture was a strong barrier. The study also identified several ways in which organizations can support Educator Identity development. The study findings provide insight into how organizations can support the development of Clinical Educator Identity. The results could aid organizations in understanding the areas where they can channel resources to support Clinical Educator Identity development.

There are inadequacies in the practice-readiness of junior doctors for providing acute care in areas of clinical deterioration. In addition, the existing undergraduate curricula are fragmented in how acute care is taught in medical schools. We propose twelve tips for developing a systematic acute care curriculum, including what to teach, how to teach it and, how to assess. Furthermore, we propose and incorporate an acute care learning dashboard as an assessment tool which collates and demonstrates the occurrence of learning, faculty feedback, and students’ reflection. We also summarise the existing online resources available for acute care training. We hope to address the existing issues and improve acute care training to prepare the graduates to become practice-ready professionals.

Professional identity shapes the effectiveness, motivation, and well-being of allied health clinical educators (CEs). Burnout, characterised by emotional exhaustion, depersonalisation, and reduced personal accomplishment, can undermine these outcomes, diminishing both teaching quality and educator retention. While burnout in healthcare professionals is well documented, limited research has explored its relationship with educator identity among allied health professionals (AHPs), particularly in Asian contexts. This study examines the interrelationship between burnout, job satisfaction, and educator identity among AHP CEs, and identifies contextual factors that influence these experiences. An exploratory qualitative study was conducted across multiple healthcare institutions in Singapore using a constructivist paradigm. Sixteen AHP CEs representing diverse disciplines participated in semi structured focus group discussions guided by Maslach and Jackson's burnout framework. Data were analysed thematically through iterative coding and team based discussion to identify recurrent patterns and relational dynamics between burnout and educator identity. Participants described burnout as a multifaceted experience influenced by workload pressures, limited institutional recognition, and insufficient protected time for educational work. Contributing factors included inadequate career pathways and constrained access to faculty development. A strong sense of educator identity and job satisfaction emerged as protective buffers, whereas weak identification with the educator role appeared to heighten burnout risk. Supportive communities of practice and organisational cultures that value teaching were key in sustaining motivation and professional fulfilment. These findings underscore the need for systemic and institutional strategies to strengthen the educator identity of AHP CEs. Enhancing professional recognition, fostering collegial support, and promoting meaningful engagement in education may mitigate burnout and sustain a resilient allied health education workforce.