Dyad's Student Success Model Will Make Teaching Your Priority
Diversity, Equity and Inclusion-focused (DEI) student remediation process for health professional programs
Are your faculty having to wear too many hats?
Imagine a world where the faculty at your program can focus on what they excel at...TEACHING without the significant strain creating and implementing remediation plans for struggling students.
Dyad Interventions is here to make that vision a reality!
We aim to take on one of the most arduous aspects of educating students: remediation. Our standardized, research-based, DEI-infused student success model is designed not only to effectively support at-risk students but also to free up valuable time for faculty to dedicate to other essential components of their roles.
With Dyad Interventions, you can enhance student success and faculty satisfaction simultaneously.
our Mission
Attrition has substantial long term consequences.
Your institution loses 2+ years of tuition and state funding,
Your program loses a student that was invested in,
Your student loses the dream of becoming a provider,
Our country loses a much needed health care provider.
NO ONE WINS.
Students from underrepresented populations do not complete health professional programs 2-4 more times than other student populations.
The current student success models have not and DO NOT serve these students.
The Dyad model is the answer.
Our model will transform your program's process into one where ALL students flourish.
The Dyad Model:
- is a student success model that benefits ALL student populations
- is based in research.
- acknowledges that belonging, justice, equity, diversity and inclusion (Be JEDI) are ESSENTIAL to catalyze underrepresented student achievement.
- helps students create and bolster a self-identity that improves success and resilence.
- is based in Adult learning theories e.g. social cooperative theory, Martin's map, covenant modeling, and holistic frameworks.
Who am I?
I’m Aurora Anderson Maria, the founder of Dyad Interventions, Inc.
I am a seasoned physician assistant (PA) with over 10 years of experience across a wide range of clinical environments and specialties. My career has been rooted in surgical practice, where I’ve worked extensively in the operating room, inpatient settings, and outpatient care. Additionally, my expertise spans urology, neurosurgery, and preanesthesia assessment, including roles in inpatient care, nursing homes, and conducting preoperative risk stratification and evaluations. I’ve also served as an urgent care provider, offering care to both children and adults with acute illnesses and injuries.
Before becoming a PA, I began my journey as an educator, teaching anatomy and physiology at the community college level. In that role, I not only instructed but also mentored aspiring allied health students, equipping them with the skills needed to succeed as adult learners juggling multiple responsibilities. This experience honed my ability to identify knowledge gaps that I later used as the lead PA preceptor for PA , NP and medical students in the surgery department. I had the opportunity to guide and remediate students from diverse backgrounds to strengthen their clinical reasoning skills as well as confidence.
As a fellow of the University of Maryland’s Physician Assistant Leadership and Learning Academy (PALLA) Faculty Fellowship, I collaborated with my cohort to develop a longitudinal curriculum that met physician assistant accreditation standards while integrating belonging, justice, equity, diversity, and inclusion (Be JEDI) competencies. This project allowed us to create a tangible product that showcased our skills in developing a curriculum that was well aligned with instructional objectives as well as create effective assessments. The fellowship also trained me in adult learning theories, inclusive pedagogy, learner-centered teaching, the use of simulation in education, and the nuances of delivering and receiving effective feedback.
Beyond our group project, each fellow undertook individual research projects.
My project led me to develop a remediation model designed to benefit all adult learners, with a particular focus on supporting students from underrepresented populations.
I’ve done the research, so that YOU don't have to!