Al'ai Alvarez, MD, FACEP, FAAEM
Emergency medicine doctor
Clinical Assistant Professor, Emergency Medicine
Bio:
Dr. Al'ai Alvarez FACEP FAAEM is a clinical assistant professor of Emergency Medicine (EM) and an associate residency program director (APD) at the Stanford Emergency Medicine Residency Program. He is the APD for Residency Process Improvement (Quality and Clinical Operations), Recruitment (Diversity), and Well-being (Inclusion). He is 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).
Dr. Alvarez serves as the co-chair of WellMD's Physician Wellness Forum and is one of the peer supporters for WellMD's Physician Resource Network (PRN) Support.
Dr. Alvarez works on recruitment efforts for faculty, graduate, and undergraduate medical education with a passion for increasing diversity and inclusion at Stanford University. He serves in various diversity and inclusion leadership roles within Stanford University including the EM Faculty Search Committee, steering committee member for the Leadership Education in Advancing Diversity (LEAD) at the Stanford School of Medicine, the EM director for the Stanford Clinical Opportunity for Residency Experience (SCORE) Program, and faculty for the Diversity Advisory Panel at the Stanford MD Admissions.
Nationally, Dr. Alvarez serves on committees on physician wellbeing 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-chairs the largest national diversity mentoring program 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 has given numerous grand rounds as well as national and international conference lectures and workshops on relevant topics in gratitude and compassion, physician wellbeing, burnout, the imposter syndrome, as well as increasing leadership capacity and mentorship to enhance diversity and inclusion in medicine.
In addition to being active nationally on these endeavors, he applies all of these efforts into studying high-performance resuscitation teams (HPRT) with a focus on effective communication, psychological safety, belonging, and burnout, and has been an invited participant and leader at the annual Mission Critical Teams summits. Dr. Alvarez is the co-director of the joint Mayo Clinic-Stanford-Mission Critical Teams Institute High-Performance Resuscitation Teams Summit in Chicago this Fall of 2021.
Dr. Alvarez is the recipient of the 2019 American College of Emergency Physician (ACEP) Diversity, Inclusion and Health Equity Distance and Impact Award. He is also the recipient of the 2020 Society for Academic Emergency Medicine (SAEM) Academy for Diversity and Inclusion in Emergency Medicine (ADIEM) Outstanding Academician Award. Dr. Alvarez has already received the 2020 CORD Academy for Scholarship in Education in Emergency Medicine Academy Member Award on Teaching and Evaluation.
Dr. Alvarez serves as the co-chair of WellMD's Physician Wellness Forum and is one of the peer supporters for WellMD's Physician Resource Network (PRN) Support.
Dr. Alvarez works on recruitment efforts for faculty, graduate, and undergraduate medical education with a passion for increasing diversity and inclusion at Stanford University. He serves in various diversity and inclusion leadership roles within Stanford University including the EM Faculty Search Committee, steering committee member for the Leadership Education in Advancing Diversity (LEAD) at the Stanford School of Medicine, the EM director for the Stanford Clinical Opportunity for Residency Experience (SCORE) Program, and faculty for the Diversity Advisory Panel at the Stanford MD Admissions.
Nationally, Dr. Alvarez serves on committees on physician wellbeing 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-chairs the largest national diversity mentoring program 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 has given numerous grand rounds as well as national and international conference lectures and workshops on relevant topics in gratitude and compassion, physician wellbeing, burnout, the imposter syndrome, as well as increasing leadership capacity and mentorship to enhance diversity and inclusion in medicine.
In addition to being active nationally on these endeavors, he applies all of these efforts into studying high-performance resuscitation teams (HPRT) with a focus on effective communication, psychological safety, belonging, and burnout, and has been an invited participant and leader at the annual Mission Critical Teams summits. Dr. Alvarez is the co-director of the joint Mayo Clinic-Stanford-Mission Critical Teams Institute High-Performance Resuscitation Teams Summit in Chicago this Fall of 2021.
Dr. Alvarez is the recipient of the 2019 American College of Emergency Physician (ACEP) Diversity, Inclusion and Health Equity Distance and Impact Award. He is also the recipient of the 2020 Society for Academic Emergency Medicine (SAEM) Academy for Diversity and Inclusion in Emergency Medicine (ADIEM) Outstanding Academician Award. Dr. Alvarez has already received the 2020 CORD Academy for Scholarship in Education in Emergency Medicine Academy Member Award on Teaching and Evaluation.
Professional Education
- 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)
- 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)
Administrative Appointments
- Assistant Residency Program Director, Stanford Emergency Medicine (2016 - 2021)
- Associate Residency Program Director, Stanford Emergency Medicine (2021 - Present)
- Co-Chair, Stanford WellMD Physician Wellness Forum (2019 - Present)
- Faculty Diversity Liaison, Stanford Office of Faculty Development and Diversity (2020 - 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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.