Purpose: To evaluate whether a structured, faculty-led remediation program integrating peer tutoring and AI-generated learning materials could improve knowledge and course success among first-year students requiring remediation in Molecular Cellular Mechanisms (MCM). Methods: After consistently high failure rates in first-year MCM, eligible students with final course scores of 60%-69% completed a 15-day online remediation program during the 2025-2026 winter break; the final examination was taken in person. Content was streamlined to 30 medical biochemistry lectures (two daily). Students completed daily learning objective-based pre- and post-lecture quizzes to identify knowledge gaps. A standardized AI prompt guided students in generating condensed, learning objective-aligned lecture summaries, practice questions, separate answer keys, and explanations. Faculty tutoring was available, and high-performing first- and second-year DO students provided peer tutoring. Students completed pre-and post-remediation surveys to assess the program and identify barriers for future improvement. A 90-question comprehensive formative assessment was administered before the summative remediation examination. Results: The mean comprehensive formative assessment score was 68%. The mean final examination score was 81.79%, exceeding the 70% passing threshold; no students failed remediation. Conclusion: A structured, hands-on remediation process incorporating faculty oversight, peer tutoring, and AI-supported learning materials was associated with strong examination performance and successful course completion. Expansion to other high-failure preclinical courses may strengthen foundational knowledge, provide a second opportunity for success, and potentially reduce attrition.