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Although congenital coronary artery anomalies are relatively rare, they are the second most common cause of sudden cardiac death among young athletes. When encountered in the cardiac catherization laboratory, they are often challenging to selectively engage, requiring multiple catheters, plus increased contrast volume and radiation exposure. In the setting of acute coronary syndromes, it is not infrequent that percutaneous intervention is delayed because of the inability to engage an anomalous coronary artery. The aim of this review is to provide a comprehensive and concise overview of coronary artery anomalies, with particular attention to diagnostic and guide catheter selection for each type of anomaly and recommendations on how to recognize the vessel course angiographically.

Although congenital coronary artery anomalies are relatively rare, they are the second most common cause of sudden cardiac death among young athletes. When encountered in the cardiac catherization laboratory, they are often challenging to selectively engage, requiring multiple catheters, plus increased contrast volume and radiation exposure. In the setting of acute coronary syndromes, it is not infrequent that percutaneous intervention is delayed because of the inability to engage an anomalous coronary artery. The aim of this review is to provide a comprehensive and concise overview of coronary artery anomalies, with particular attention to diagnostic and guide catheter selection for each type of anomaly and recommendations on how to recognize the vessel course angiographically.

In this paper we draw on the commognitive theory to examine novice students’ transition from familiar mathematics meta-rules to less familiar ones during peer interaction. To pursue this goal, we focused on a relatively symmetric interaction between two middle-school students given a geometric task. During their dyadic problem-solving, the students transitioned from configural procedures to deductive ones. We found that this transition included an interactive coalescence pattern in which one student “borrowed” her partner’s configural sub-procedures and built on them to develop a new deductive procedure. Furthermore, we found that during their peer interaction, the students oscillated between configural, coalesced and deductive procedures. Several patterns in the students’ interpretation of the task-situation contributed to these oscillations. We discuss the contribution of our findings to commognitive research, to geometry learning research and to peer learning research.