Aichi Medical University, a peer teaching support system was introduced in the 2018 academic year to assist students with low academic performance. While the initiative yielded some positive outcomes, variations in group motivation occasionally resulted in a lackadaisical attitude. Furthermore, limited faculty involvement restricted the scope of in-depth discussions. The onset of COVID-19 in 2020 further disrupted learning modalities, leading to an increase in the number of students repeating academic years. To address these challenges, several revisions were implemented in the learning support system starting in the 2022 academic year. These changes included confirming students’ willingness to participate in study sessions, increasing the number of faculty tutors, and enabling students to form study groups autonomously. This paper discusses the evolution of our learning support system and the experiences that led to these revisions.