Purpose Whole-examination reassessment may require learners to repeat content they have already demonstrated and may delay support until broader difficulty emerges. We designed topic-level reassessment as a universally available second-chance pathway linking feedback, learner-directed study, and selective reassessment. The model aligns with the IAMSE theme of growth-oriented assessment, feedback, and learner development. Methods The design divides an assessment into defined topic domains. After the initial attempt, learners review incorrect responses without receiving correct answers, select which topics to revisit, use a protected interval for self-directed study, and complete aligned but nonidentical reassessment items. Eligibility is not restricted by initial score, reducing the distinction between routine reassessment and assigned remediation. The higher topic score is retained only when the learner demonstrates improved performance. A prospective evaluation will examine uptake, study behaviors, item comparability, short-term performance, delayed retention, learner access, and faculty workload. Results The design integrates five features: universal eligibility, topic-specific feedback, learner choice, aligned reassessment, and recognition of demonstrated improvement. It offers a narrower alternative to whole-examination reassessment and creates a recovery pathway within the same instructional cycle. Outcome analyses are not reported because institutional review and authorization for research dissemination are pending. Conclusion Topic-level reassessment reframes a second chance as part of routine learning rather than a response reserved for learners labeled as failing. The model operationalizes selected mastery-oriented principles within a time-based course while preserving individual accountability. Prospective evaluation is needed before claims can be made about learning, equity, feasibility, or retention.