How might learning principles be leveraged in learning environment designs to support increased academic success amongst traditionally underserved learners? This intervention is an example of a learning design that has successfully supported the recovery of credit amongst traditionally underserved students who previously failed introductory biology. This study sought to better understand potential relationships between the design components (program dynamics) and student success. The results show that the Blue group (students with the highest final course grade), on average, produced more words in their summaries and annotated more main ideas and supporting evidence items than their Green and Beige counterparts. After four-weeks, some students were able to articulate functions relating to the embedded support tools. Patterns do not appear to exist in support function awareness amongst students by performance groups. No discernable awareness characteristics distinguished successful and less successful students in the intervention.

Introduction: Cardiac memory refers to T-wave inversions that result when normal ventricular activation resumes following a period of abnormal ventricular activation.

Case Report: We present a case of a 29-year-old man with a pacemaker who presented with new, deep symmetric T-wave inversions caused by cardiac memory.

Discussion: Abnormal ventricular activation is most commonly induced by ventricular pacing but can also occur in the setting of transient left bundle branch blocks, ventricular tachycardia, and intermittent ventricular pre-excitation.

Conclusion: Recognition of this phenomenon may help to reduce unnecessary admissions, cardiac testing, and cardiac catheterizations.