Dr. Al'ai Alvarez is an assistant clinical professor in Emergency Medicine and the assistant residency program director at the Stanford Emergency Medicine Residency Program. He is the second year class coach and is the SWAGGERT line director for the Stanford Emergency Medicine ACCEL Program (https://emed.stanford.edu/residency/ACCEL.html)
Dr. Alvarez focuses on the intersection of residency wellbeing with clinical operations, the patient experience, quality and patient safety. Prior to his role in academic emergency medicine, Dr. Alvarez served as the assistant medical director in clinical operations and quality education at the Santa Clara Valley Medical Center.
Dr. Alvarez is also the co-chair of WellMD's Physician Wellness Forum, and is one of the peer supporter for WellMD's Physician Resource Network (PRN) Support.
Dr. Alvarez works on recruitment in graduate medical education and the medical school. Equally important is his work on increasing diversity and inclusion at Stanford University, and is a steering committee member for the Leadership Education in Advancing Diversity at the Stanford School of Medicine.
Nationally, Dr. Alvarez serves on committees on physician wellbeing and medical education, and has given several grand rounds on relevant topics in gratitude, physician wellbeing, burnout, as well as leadership capacity to enhance diversity and inclusion.
- Emergency Medicine
- Recruitment and Physician Wellbeing
- Diversity and Inclusion
- Self Compassion
- Patient Safety and Quality Improvement
- Patient Experience and Clinical Operations
Clinical Assistant Professor, Emergency Medicine
Co-Chair, Stanford WellMD Physician Wellness Forum (2019 - Present)
Assistant Residency Program Director, Department of Emergency Medicine (2016 - Present)
Interim Assistant Clerkship Director, Department of Emergency Medicine (2017 - 2019)
Boards, Advisory Committees, Professional Organizations
Diplomate, American Board of Emergency Medicine (2012 - Present)
Fellow, American College of Emergency Physicians (2016 - Present)
Fellow, American Academy of Emergency Medicine (2016 - Present)
Residency:Albert Einstein Medical Center Emergency Medicine Residency (2011) PA
Internship:Albert Einstein Medical Center Emergency Medicine Residency (2008) PA
Board Certification: Emergency Medicine, American Board of 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)
Community and International Work
Systems Improvement at District Hospitals and Regional Training of Emergency Care (sidHARTe) Program, Kintampo, Ghana
Mass Casualty training of staff
Opportunities for Student Involvement
Post 2010 Earthquake Relief, Port-au-prince, Haiti
Disaster Emergency Medicine in austere environments
MediShare, University of Miami
Opportunities for Student Involvement
Detection of Type B Aortic Dissection in the Emergency Department with Point-of-Care Ultrasound.
Clinical practice and cases in emergency medicine
2019; 3 (3): 202–7
Aortic dissection (AD) is a rare, time-sensitive, and potentially fatal condition that can present with subtle signs requiring timely diagnosis and intervention. Although definitive diagnosis is most accurately made through computed tomography angiography, this can be a time-consuming study and the patient may be unstable, thus preventing the study's completion. Chest radiography (CXR) signs of AD are classically taught yet have poor diagnostic reliability. Point-of-care ultrasound (POCUS) is increasingly used by emergency physicians for the rapid diagnosis of emergent conditions, with multiple case reports illustrating the sonographic signs of AD. We present a case of Stanford type B AD diagnosed by POCUS in the emergency department in a patient with vague symptoms, normal CXR, and without aorta dilation. A subsequent review of CXR versus sonographic signs of AD is described.
View details for DOI 10.5811/cpcem.2019.5.42928
View details for PubMedID 31404375
- ROUGH DAY? BE GRATEFUL. International Clinical Educators (ICE) blog. 2019
IDEA Series: A Low-fidelity Simulation Workshop for Teaching Cricothyroidotomy.
Academic Life in Emergency Medicine.
An Interactive Session to Help Faculty Manage Difficult Learner Behaviors in the Didactic Setting.
MedEdPORTAL : the journal of teaching and learning resources
2018; 14: 10774
The transition to more active learning during residency didactics has made the skill of managing difficult learner behaviors essential: Just one learner exhibiting difficult behavior can derail the educational experience for the room. Many educators feel uncomfortable handling these learners in real time and after the session.We created an interactive session for a mixed group of educators at a medical education boot camp. After learning about a framework for addressing difficult learner behaviors, participants were paired and presented with the case of a withdrawn learner. For each pair, the cause of the behavior was different. With one of the pair role-playing the learner, they were asked to identify the problem and solutions together. Multiple etiologies for the identical behavior reinforced the need to address underlying causes to create an effective plan for behavior change. Strategies to address difficult behaviors in real time were also discussed in large-group format.Participants gave the session a mean score of 4.5 out of 5, indicating a high likelihood of changing their teaching practice. Free-response comments remarked on the role-play's educational value and the enjoyability of the session overall.This session was effective in giving participants a framework for dealing with difficult learner behaviors, as well as hands-on practice with these skills. While this was a short (30-minute), single session, its success with participants with a wide variety of experience levels suggests it would be highly adaptable to other settings and may benefit from future expansion into the clinical setting.
View details for PubMedID 30800974
- Rough day? Be grateful. A talk on positive psychology in Emergency Medicine Stanford BeWell. 2018