Purpose Graduate biomedical science curricula require students to rapidly master complex foundational concepts, yet opportunities for targeted reinforcement outside the classroom are limited. After completing the program, a recent graduate identified learning gaps and partnered with faculty as a supplemental instructor to develop interactive learning resources that reinforce foundational concepts and promote self-directed learning. This work-in-progress describes implementation of this instructional model. Methods A graduate-level Molecules and Cells course served as the pilot. Using Articulate 360, one interactive module was developed for each lecture topic. Rather than reteaching course content, the modules reinforce key concepts through concise explanations, visual learning, retrieval practice, interactive knowledge checks, and immediate formative feedback. Faculty provided content expertise while the supplemental instructor contributed the perspective of a recent learner to enhance clarity and usability. Students complete modules independently in a low-stakes environment that encourages self-directed practice and reflection. Development of modules for additional courses, including Microbiology and Immunology, is underway. Results The pilot demonstrates the feasibility of a faculty–near-peer partnership for developing scalable supplemental learning resources. Learners who completed all Reach 360 modules spent an average of 9 hours engaging with the material. Informal learner feedback suggests students revisit individual modules to reinforce challenging concepts. Expansion into additional courses is underway. Conclusion Partnering faculty with recent graduates offers a sustainable approach to learner support. By reinforcing foundational concepts through self-directed practice and formative feedback, this near-peer model complements classroom instruction while creating opportunities for learner growth and ongoing curricular enhancement.