Biography
• Clinical Associate Professor, Stanford Emergency Medicine (EM)
• Director of Well-Being, Stanford EM
• Co-lead, the Human Potential Team, Stanford EM
• Fellowship Director, Physician Wellness Fellowship, Stanford EM
• Chair, Physician Wellness Forum, Stanford WellMD/WellPhD
• Director, Physician Resource Network (PRN) Support Program, Stanford WellMD/WellPhD [Stanford’s peer-to-peer support for faculty and trainees]
His work focuses on humanizing physician roles as individuals and teams by harnessing the individual human potential in the context of high-performance teams. His long-term interest is to optimize the interconnectedness between Medical Education, Process Improvement (Quality and Clinical Operations), Recruitment (Diversity), and Well-being (Inclusion) through human-centered design.
Dr. Alvarez is a faculty fellow at the Stanford Byers Center for Biodesign (2021-2022), exploring the role of mindfulness in high-stress environments. He is also the co-director and organizer for the High-Performance Resuscitation Teams Summit (https://bit.ly/HPRT2023) in collaboration with Mayo Clinic and the Mission Critical Teams Institute. HPRT aims to develop a collaborative inquiry among teams from various disciplines, including healthcare, aerospace, sports, military, special operations forces, fire rescue, and other high-performing/elite teams.
Dr. Alvarez was the assistant/associate residency program director (APD) at the Stanford Emergency Medicine Residency Program [2016-2021], focusing on the intersectionality of residency well-being with performance improvement on patient experience, quality and patient safety, diversity, equity and inclusion, and medical education. Among his roles, he served as the second-year class APD and the Medicine Without Walls (MWOW) Line Director for the Stanford Emergency Medicine ACCEL Program (https://emed.stanford.edu/residency/ACCEL.html).
Nationally, Dr. Alvarez serves on committees on physician well-being and diversity, equity, and inclusion in medical education. He is the co-chair of the Council of EM Residency Directors (CORD) Wellness Leadership Mini-Fellowship, a mentor at the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator, and co-founded and co-chair of the largest national diversity mentoring program in EM through the joint American College of Emergency Physician (ACEP) ’s Diversity, Inclusion and Health Equity (DIHE) and the Emergency Medicine Residents Association (EMRA) ’s Diversity Mentorship Initiative.
Dr. Alvarez gives several grand rounds and national/international conference lectures and workshops on relevant topics in self-compassion, physician well-being, and high-performance teams, including increasing leadership capacity and mentorship to enhance diversity and inclusion [#doctorsarehumanstoo|#whatdoctorslooklike].
Dr. Alvarez received the 2019 ACEP DIHE Distance and Impact Award, the 2020 Society for Academic Emergency Medicine (SAEM) Academy for Diversity and Inclusion in Emergency Medicine (ADIEM) Outstanding Academician Award, the 2020 CORD Academy for Scholarship in Education in EM Academy Member Award on Teaching and Evaluation, and the 2022 John Levin Leadership Award at Stanford Health Care.
Professional Summary
Education & Certifications
- Residency: Albert Einstein College of Medicine (2011) NY
- Internship: Albert Einstein College of Medicine (2008) NY
- Board Certification: American Board of Emergency Medicine, Emergency Medicine (2012)
- Residency, Jacobi/Montefiore Residency Program at the Albert Einstein College of Medicine, Bronx, NY, Emergency Medicine (2011)
- Medical Education: University at Buffalo School of Medicine (2007) NY
- BS, SUNY at Buffalo (University at Buffalo, Biological Sciences (2002)
- BS, SUNY at Buffalo (University at Buffalo), Biophysics (2002)
- BA, SUNY at Buffalo (University at Buffalo), English (2002)
Honors & Awards
- Distance and Impact Award, Diversity, Inclusion & Health Equity Section. American College of Emergency Physicians (ACEP) (2019)
- John Levin Leadership Award, Stanford Health Care (2022)
- National Organizational/Institutional Award, Building Next Generation of Academic Physicians (BNGAP) (2020)
- Outstanding Academician Award, Society for Academic EM (SAEM) -- Academy for Diversity & Inclusion in EM (ADIEM) (2020)
- Scholarship in Education in Emergency Medicine Academy Member Award on Teaching and Evaluation, Council of Residency Director (CORD) (2020)
Memberships
- Chair, Wellness Committee, Society of Academic Emergency Medicine (SAEM) (2022 - Present)
- Elected Member, Nominations Committee, Society of Academic Emergency Medicine (SAEM) (2023 - Present)
- Chair, Wellness Committee, American Academy of Emergency Medicine (AAEM) (2023 - Present)
- Vice-Chair, Wellness Committee, American Academy of Emergency Medicine (AAEM) (2021 - 2023)
- Diplomate, American Board of Emergency Medicine (ABEM) (2012 - Present)
- Fellow, American Academy of Emergency Medicine (AAEM) (2016 - Present)
- Fellow, American College of Emergency Physicians (ACEP) (2016 - Present)
- Faculty Fellow, Stanford Byers Center for Biodesign (2021 - 2022)
Administrative Appointments
- Assistant Residency Program Director, Stanford Emergency Medicine (2016 - 2021)
- Associate Residency Program Director, Stanford Emergency Medicine (2021 - 2021)
- Chair, Physician Wellness Forum, Stanford WellMD/WellPhD (2019 - Present)
- Co-Lead, Human Potential Team, Stanford Emergency Medicine (2021 - Present)
- Director, Physician Resource Network (PRN) Support Program, Stanford WellMD/WellPhD (2023 - Present)
- Director of Well-Being, Stanford Emergency Medicine (2021 - Present)
- Faculty Diversity Liaison, Stanford Office of Faculty Development and Diversity (2020 - Present)
- Fellowship Director, Physician Wellness Fellowship, Stanford Emergency Medicine (2021 - Present)
- Interim Assistant Clerkship Director, Stanford Emergency Medicine (2017 - 2019)
Publications
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IDEA Series: A Low-fidelity Simulation Workshop for Teaching Cricothyroidotomy.
Garcia, S., & Alvarez, A. (2019). IDEA Series: A Low-fidelity Simulation Workshop for Teaching Cricothyroidotomy. . Academic Life in Emergency Medicine. Retrieved from https://www.aliem.com/2019/02/idea-series-low-fidelity-simulation-workshop-cricothyroidotomy -
Rough day? Be grateful. A talk on positive psychology in Emergency Medicine
Alvarez, A., & deVries, P. S. (2018). Rough day? Be grateful. A talk on positive psychology in Emergency Medicine. Stanford BeWell. Retrieved from https://bewell.stanford.edu/rough-day-be-grateful -
ROUGH DAY? BE GRATEFUL.
Alvarez, A., & de Vries, patty P. (2019). ROUGH DAY? BE GRATEFUL. International Clinical Educators (ICE) blog. Retrieved from https://icenetblog.royalcollege.ca/2019/03/05/rough-day-be-grateful/ -
An Interactive Session to Help Faculty Manage Difficult Learner Behaviors in the Didactic Setting.
Schnapp, B. H., Alvarez, A., Ham, J., Paetow, G., Santen, S. A., & Hart, D. (2018). An Interactive Session to Help Faculty Manage Difficult Learner Behaviors in the Didactic Setting. MedEdPORTAL : the Journal of Teaching and Learning Resources, 14, 10774. -
Detection of Type B Aortic Dissection in the Emergency Department with Point-of-Care Ultrasound.
Earl-Royal, E., Nguyen, P. D., Alvarez, A., & Gharahbaghian, L. (2019). Detection of Type B Aortic Dissection in the Emergency Department with Point-of-Care Ultrasound. Clinical Practice and Cases in Emergency Medicine, 3(3), 202–7. -
The Impact of Due Process and Disruptions on Emergency Medicine Education in the United States.
Alvarez, A., Messman, A., Platt, M., Healy, M., Josephson, E. B., London, S., & Char, D. (2020). The Impact of Due Process and Disruptions on Emergency Medicine Education in the United States. The Western Journal of Emergency Medicine, 1–5. -
Physically Distant, Educationally Connected: Interactive Conferencing in the Era of COVID-19.
Rose, C., Mott, S., Alvarez, A., & Lin, M. (2020). Physically Distant, Educationally Connected: Interactive Conferencing in the Era of COVID-19. Medical Education. -
Emergency Medicine Gender in Resident Leadership Study (EM GIRLS): The Gender Distribution Among Chief Residents
Mannix, A., Parsons, M., Krzyzaniak, S., Black, L. P., Alvarez, A., Mody, S., & Gottlieb, M. (2020). Emergency Medicine Gender in Resident Leadership Study (EM GIRLS): The Gender Distribution Among Chief Residents. AEM Education and Training. -
Mastery Learning Ensures Correct Personal Protective Equipment Use in Simulated Clinical Encounters of COVID-19.
Pokrajac, N., Schertzer, K., Poffenberger, C. M., Alvarez, A., Marin-Nevarez, P., Winstead-Derlega, C., & Gisondi, M. A. (2020). Mastery Learning Ensures Correct Personal Protective Equipment Use in Simulated Clinical Encounters of COVID-19. The Western Journal of Emergency Medicine, 21(5), 1089–94. -
Patient feedback in the emergency department: A feasibility study of the Resident Communication Assessment Program (ReCAP).
Mozayan, C., Manella, H., Chimelski, E., Kline, M., Alvarez, A., Gisondi, M. A., & Sebok-Syer, S. S. (2020). Patient feedback in the emergency department: A feasibility study of the Resident Communication Assessment Program (ReCAP). Journal of the American College of Emergency Physicians Open, 1(6), 1194–98. -
Thinking Outside the Inbox: Use of Slack in Clinical Groups as a Collaborative Team Communication Platform.
Montrief, T., Haas, M. R., Alvarez, A., Gottlieb, M., Siegal, D., & Chan, T. (2021). Thinking Outside the Inbox: Use of Slack in Clinical Groups as a Collaborative Team Communication Platform. AEM Education and Training, 5(1), 121–29. -
ALiEM Connect: Large-Scale, Interactive Virtual Residency Programming in Response to COVID-19.
Rose, C. C., Haas, M. R., Yilmaz, Y., Alvarez, A., Mott, S. E., Landry, A. I., … Chan, T. M. (2021). ALiEM Connect: Large-Scale, Interactive Virtual Residency Programming in Response to COVID-19. Academic Medicine : Journal of the Association of American Medical Colleges. -
Curated collection for clinician educators: Six key papers on residency recruitment.
Schnapp, B. H., Alvarez, A., Bianchi, R., Caretta-Weyer, H., Jewell, C., Kalantari, A., … Quinn, A. (2021). Curated collection for clinician educators: Six key papers on residency recruitment. AEM Education and Training, 5(2), e10597. -
The standardized letter of evaluation in emergency medicine: Are the qualifications useful?
Miller, D. T., Krzyzaniak, S., Mannix, A., Alvarez, A., Chan, T., Davenport, D., … Gottlieb, M. (2021). The standardized letter of evaluation in emergency medicine: Are the qualifications useful? AEM Education and Training, 5(3), e10607. -
Professional development during a pandemic: a live virtual conference for emergency medicine chief residents.
Zaver, F., Battaglioli, N., Rose, C. C., Montrief, T., Alvarez, A., & Lin, M. (2021). Professional development during a pandemic: a live virtual conference for emergency medicine chief residents. CJEM. -
Standardizing terminology in academic medical journals: understanding sex and gender.
Dessie, A., Alvarez, A., & Lewiss, R. E. (2021). Standardizing terminology in academic medical journals: understanding sex and gender. European Journal of Emergency Medicine : Official Journal of the European Society for Emergency Medicine, 28(5), 331–332. -
Institutions' role in postpandemic support.
de Morree, A., & Alvarez, A. (2021). Institutions' role in postpandemic support. Science (New York, N.Y.), 373(6561), 1318. -
Bias in recruitment: A focus on virtual interviews and holistic review to advance diversity
Otugo, O., Alvarez, A., Brown, I., & Landry, A. (2021). Bias in recruitment: A focus on virtual interviews and holistic review to advance diversity. AEM EDUCATION AND TRAINING, 5, S135–S139. -
Institutions' role in postpandemic support
de Morree, A., & Alvarez, A. (2021). Institutions' role in postpandemic support. SCIENCE, 373(6561), 1318. -
Outcomes From a Novel Graduate Medical Education Leadership Program in Advancing Diversity, Equity, and Inclusion
Powell, C., Yemane, L., Brooks, M., Johnson, C., Alvarez, A., Bandstra, B., … Blankenburg, R. (2021). Outcomes From a Novel Graduate Medical Education Leadership Program in Advancing Diversity, Equity, and Inclusion. Journal of Graduate Medical Education, 13(6). -
Faculty Recruitment, Retention, and Representation in Leadership: An Evidence-Based Guide to Best Practices for Diversity, Equity, and Inclusion from the Council of Residency Directors in Emergency Medicine.
Davenport, D., Alvarez, A., Natesan, S., Caldwell, M. T., Gallegos, M., Landry, A., … Gottlieb, M. (1800). Faculty Recruitment, Retention, and Representation in Leadership: An Evidence-Based Guide to Best Practices for Diversity, Equity, and Inclusion from the Council of Residency Directors in Emergency Medicine. The Western Journal of Emergency Medicine, 23(1), 62–71. -
Drivers of Professional Fulfillment and Burnout Among Emergency Medicine Faculty: A National Wellness Survey by the Society for Academic Emergency Medicine.
Lu, D. W., Lee, J., Alvarez, A., Sakamoto, J. T., Bird, S. B., Sundaram, V., … Blomkalns, A. L. (2022). Drivers of Professional Fulfillment and Burnout Among Emergency Medicine Faculty: A National Wellness Survey by the Society for Academic Emergency Medicine. Academic Emergency Medicine : Official Journal of the Society for Academic Emergency Medicine. -
Gender differences in emergency medicine standardized letters of evaluation.
Mannix, A., Monteiro, S., Miller, D., Parsons, M., Alvarez, A., Krzyzaniak, S. M., … Gottlieb, M. (2022). Gender differences in emergency medicine standardized letters of evaluation. AEM Education and Training, 6(2), e10740. -
Holistic Review, Mitigating Bias, and Other Strategies in Residency Recruitment for Diversity, Equity, and Inclusion: An Evidence-based Guide to Best Practices from the Council of Residency Directors in Emergency Medicine.
Gallegos, M., Landry, A., Alvarez, A., Davenport, D., Caldwell, M. T., Parsons, M., … Natesan, S. (2022). Holistic Review, Mitigating Bias, and Other Strategies in Residency Recruitment for Diversity, Equity, and Inclusion: An Evidence-based Guide to Best Practices from the Council of Residency Directors in Emergency Medicine. The Western Journal of Emergency Medicine, 23(3), 345–352. -
Sex and race visual representation in emergency medicine textbooks and the hidden curriculum
Kalantari, A., Alvarez, A., Battaglioli, N., Chung, A., Cooney, R., Boehmer, S. J., … Gottlieb, M. (2022). Sex and race visual representation in emergency medicine textbooks and the hidden curriculum. AEM EDUCATION AND TRAINING, 6(3), e10743. -
Factors driving burnout and professional fulfillment among emergency medicine residents: A national wellness survey by the Society for Academic Emergency Medicine.
Sakamoto, J. T., Lee, J., Lu, D. W., Sundaram, V., Bird, S. B., Blomkalns, A. L., & Alvarez, A. (2022). Factors driving burnout and professional fulfillment among emergency medicine residents: A national wellness survey by the Society for Academic Emergency Medicine. AEM Education and Training, 6(Suppl 1), S5–S12. -
Physician Pipeline and Pathway Programs: An Evidence-based Guide to Best Practices for Diversity, Equity, and Inclusion from the Council of Residency Directors in Emergency Medicine.
Parsons, M., Caldwell, M. T., Alvarez, A., Davenport, D., Gallegos, M., Landry, A., … Natesan, S. (2022). Physician Pipeline and Pathway Programs: An Evidence-based Guide to Best Practices for Diversity, Equity, and Inclusion from the Council of Residency Directors in Emergency Medicine. The Western Journal of Emergency Medicine, 23(4), 514–524. -
Ethnic and Racial Differences in Ratings in the Medical Student Standardized Letters of Evaluation (SLOE).
Alvarez, A., Mannix, A., Davenport, D., Gore, K., Krzyzaniak, S. M., Parsons, M., … Gottlieb, M. (2022). Ethnic and Racial Differences in Ratings in the Medical Student Standardized Letters of Evaluation (SLOE). Journal of Graduate Medical Education, 14(5), 549–553. -
A Point-of-Care Ultrasound Rotation for Medical Education Fellows in Emergency Medicine.
O'Connell, A., Alvarez, A., Tomaselli, P., Au, A., Papanagnou, D., & Lewiss, R. E. (2022). A Point-of-Care Ultrasound Rotation for Medical Education Fellows in Emergency Medicine. POCUS Journal, 7(1), 120–123. -
Trends of Academic Faculty Identifying as Hispanic at US Medical Schools, 1990-2021.
Saxena, M. R., Ling, A. Y., Carrillo, E., Alvarez, A., Yiadom, M. Y., Bennett, C. L., & Gallegos, M. (2023). Trends of Academic Faculty Identifying as Hispanic at US Medical Schools, 1990-2021. Journal of Graduate Medical Education, 15(2), 175–179. -
Owning the Trauma Bay: Teaching Trauma Resuscitation to Emergency Medicine Residents and Nurses through In-situ Simulation.
Bellino, A., Gordon, A. J., Alvarez, A., & Schertzer, K. (2020). Owning the Trauma Bay: Teaching Trauma Resuscitation to Emergency Medicine Residents and Nurses through In-situ Simulation. Journal of Education & Teaching in Emergency Medicine, 5(4), S108–S148. -
A Virtual National Diversity Mentoring Initiative to Promote Inclusion in Emergency Medicine.
Carrillo, T., Rodriguez, L. M., Landry, A., Alvarez, A., Ceniza, A., Gay, R., … Faiz, J. (2023). A Virtual National Diversity Mentoring Initiative to Promote Inclusion in Emergency Medicine. The Western Journal of Emergency Medicine, 24(4), 662–667. -
Influence of COVID-19 on stress at work during the first wave of the pandemic among emergency health care workers.
Dupuy, M., Dutheil, F., Alvarez, A., Godet, T., Adeyemi, O. J., Clinchamps, M., … Bouillon-Minois, J.-B. B. (2023). Influence of COVID-19 on stress at work during the first wave of the pandemic among emergency health care workers. Disaster Medicine and Public Health Preparedness, 1–21. -
#StopTheStigmaEM: Building a Social Media Based Movement to Support Emergency Medicine Mental Health.
Deutsch, A. J., Alvarez, A., Balint, S., Pappal, R. D., Roseen, S., Sun, W. W., … Agarwal, A. K. (2023). #StopTheStigmaEM: Building a Social Media Based Movement to Support Emergency Medicine Mental Health. Academic Emergency Medicine : Official Journal of the Society for Academic Emergency Medicine. -
Brain versus bot: Distinguishing letters of recommendation authored by humans compared with artificial intelligence.
Preiksaitis, C., Nash, C., Gottlieb, M., Chan, T. M., Alvarez, A., & Landry, A. (2023). Brain versus bot: Distinguishing letters of recommendation authored by humans compared with artificial intelligence. AEM Education and Training, 7(6). -
Re-THINK: Use of narratives to explore social justice in clinical practice and education.
Alvarez, A., Monteiro, S., Chen, R., Cohen, K., Fofana, M., Powell, C., … Martin, L. (2023). Re-THINK: Use of narratives to explore social justice in clinical practice and education. Journal of Evaluation in Clinical Practice. -
Measuring and Predicting Faculty Consensus Rankings of Standardized Letters of Evaluation.
Sehdev, M., Schnapp, B., Dubosh, N. M., Alvarez, A., Pelletier-Bui, A., Bord, S., … Shappell, E. (2024). Measuring and Predicting Faculty Consensus Rankings of Standardized Letters of Evaluation. Journal of Graduate Medical Education, 16(1), 51–58. -
"I don't want to be the squeaky wheel": Addressing bias as a leader in emergency medicine.
Suri, A., Yang, D., Sun, W. W., Fofana, M., Binstadt, E. S., Weygandt, P. L., … Balhara, K. S. (2024). "I don't want to be the squeaky wheel": Addressing bias as a leader in emergency medicine. Academic Emergency Medicine : Official Journal of the Society for Academic Emergency Medicine. -
An Exploration of the Interplay Between Well-being and Quality and Safety.
Hrymak, C., Lim, R., Trivedi, S., Alvarez, A., Purdy, E., Belisle, S., … Chartier, L. B. (2024). An Exploration of the Interplay Between Well-being and Quality and Safety. CJEM. -
Breaking point: the hidden crisis of emergency physician burnout.
Lim, R., Alvarez, A., Cameron, B., & Gray, S. (2024). Breaking point: the hidden crisis of emergency physician burnout. CJEM.
Practice Locations
Marc and Laura Andreessen Adult Emergency Department Stanford, CA
Stanford, CAMarc and Laura Andreessen Adult Emergency Department
1199 Welch Road
Stanford , CA 94304
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Stanford Health Care, Stanford Health Care Tri-Valley, and Stanford Medicine Partners are each independent nonprofit organizations that are affiliated with but separate from each other and from Stanford University. The physicians who provide care at facilities operated by Stanford Health Care, Stanford Health Care Tri-Valley, and Stanford Medicine Partners are faculty, foundation, or community physicians who are not employees, representatives, or agents of Stanford Health Care, Stanford Health Care Tri- Valley, or Stanford Medicine Partners. Stanford Health Care, Stanford Health Care Tri-Valley, and Stanford Medicine Partners do not exercise control over the care provided by such faculty, foundation, and community physicians and are not responsible for their actions.