Purpose
In the 2023-2024 academic year, a transition in the grading system in the medical curriculum at Radboud University caused delayed students to fall increasingly behind. The curriculum transitioned from a relative grading system, where performance thresholds were based on peer scores, to an absolute grading system, where fixed point criteria determine success. This change raised the overall standard, predominantly affecting students who were already behind in their studies. To support this group, the Faculty Student Council, academic advisors, and the Faculty Association developed a remedial education program based solely on peer-to-peer education.

Methods
The program targeted students delayed by at least one academic year. Of the 69 students invited, 39 participated in small study groups (up to five students with one tutor) meeting weekly or biweekly for focused preparation. Tutors were upper-year students with a strong interest in education. Effectiveness was assessed by comparing the exam success rates of participants and non-participants and through participant surveys on their experiences.

Results
After one quarter, 51.28% of participants passed the exam compared to 26.67% of non-participants. The difference in success rates between the intervention group and control group was statistically significant (p ? 0.03), suggesting that the intervention had a positive impact on exam performance. After six months, the success rate among participants rose to 58%. Survey feedback highlighted the benefits of collaborative study sessions, peer interaction, and structured preparation. Areas for improvement included more frequent meetings and expanded eligibility criteria for the program.

Conclusion
Peer-to-peer remedial education significantly improves the success rates for delayed students. Participants expressed high satisfaction with the program’s structure and impact, highlighting its positive role in exam preparation. Future initiatives could explore incorporating peer-supported strategies into broader educational frameworks to enhance both accessibility and efficacy. Additionally, its cost-efficiency could be compared to the general curriculum.