Current Environment:

Mark Alexander | Education

Undergraduate School

Amherst College

1980, Amherst, MA

Medical School

Boston University School of Medicine

1985, Boston, MA


Tripler Army Medical Center

1986, Honolulu, HI


Tripler Army Medical Center

1988, Honolulu, HI


Cardiac Electrophysiology

Boston Children's Hospital

1998, Boston, MA

Mark Alexander | Certifications

  • American Board of Internal Medicine (Adult Congenital Heart Disease)
  • American Board of Pediatrics (Cardiology)
  • American Board of Pediatrics (General)
  • International Board of Heart Rhythm Examiners

Mark Alexander | Professional History

Following medical school, Dr. Alexander completed a pediatric residency in Hawaii and then served four years as an Army Pediatrician in rural Louisiana. He returned to Boston for a fellowship in pediatric cardiology and completed additional training in electrophysiology, which included serving as Chief Fellow. Since 1996, he has been a director of the Exercise Physiology Program and joined the Arrhythmia Service in 1998. One aspect of his clinical work focuses on arrhythmias in children from fetal life to well into adulthood for those with congenital heart disease. This focus has been part of numerous research papers and presentations on the risks and benefits of therapy. He performs catheter ablations, manages pacemakers and ICDs and assists in balancing therapy options for arrhythmias. A second aspect has been to serve as liaison with neurology, anesthesia and the emergency room in evaluating potential cardiac concerns in patients. This has developed shared expertise in patients with problematic syncope syndromes, Rett’s Syndrome, and congenital central hypoventilation. More recently, Dr. Alexander has been serving on the Institutional Review Board and on the Unexplained Diagnoses Taskforce. He currently directs the New England-wide Systematic Clinical Assessment and Management Program (SCAMP) on syncope.

Mark Alexander | Publications

Many patients will need to see us for years. Understanding their goals, interests and fears can help us frame difficult decisions and respond honestly. As children move into adolescence, constantly refocusing care towards the teen is equally critical. Recurrent education about options, anticipated problems and tradeoffs takes longer. Whenever possible, this combination of interest, respect and education lets families make effective choices.

As a general pediatrician earlier in my career, I was constantly frustrated that when I identified a major problem I almost always had to get help to manage it. Now, after more than 20 years at Boston Children's, I know precisely how to help my patients with a number of major problems. And I know exactly where to find colleagues, nurses, and technologists with the same level of commitment.