Bio

Bio


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.

Clinical Focus


  • Emergency Medicine
  • Recruitment and Physician Wellbeing
  • Diversity and Inclusion
  • Self Compassion
  • Gratitude
  • Professionalism
  • Patient Safety and Quality Improvement
  • Patient Experience and Clinical Operations

Academic Appointments


Administrative Appointments


  • 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)

Professional Education


  • 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

    Topic

    Mass Casualty training of staff

    Partnering Organization(s)

    Columbia University

    Populations Served

    austere environment

    Location

    International

    Ongoing Project

    No

    Opportunities for Student Involvement

    No

  • Post 2010 Earthquake Relief, Port-au-prince, Haiti

    Topic

    Disaster Emergency Medicine in austere environments

    Partnering Organization(s)

    MediShare, University of Miami

    Populations Served

    earthquake survivors

    Location

    International

    Ongoing Project

    No

    Opportunities for Student Involvement

    No

Publications

All Publications


  • An Interactive Session to Help Faculty Manage Difficult Learner Behaviors in the Didactic Setting. MedEdPORTAL : the journal of teaching and learning resources Schnapp, B. H., Alvarez, A., Ham, J., Paetow, G., Santen, S. A., Hart, D. 2018; 14: 10774

    Abstract

    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

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