Heart failure is conceptually more difficult to learn than myocardial infarction, and many students who are taught about both at the same time will later remember and understand MI while retaining misconceptions and uncertainties about heart failure. The fact that heart failure is a physiological and functional description, rather than an anatomical/structural description of a specific injury that can be pinpointed, and that heart failure has many diverse causes (including thyrotoxicosis) underscore the potentials for confusion that bedevil first year undergraduate students. While there are a growing number of educational videos on heart failure, most of them take the form of a talking head or an animated whiteboard. In our partially-animated video we take three approaches that violate traditional medical educational video-making to determine whether any or all of them are truly sacred: 1) to have a dialogue (physiologist to actress/patient) rather than a monologue voice-over, 2) to include upbeat music to lighten the atmosphere, and 3) to use humorous metaphors to explain and reinforce difficult concepts (Figure 1). In addition the video ends with an in-video quiz, to take advantage of the known effects of intercalated formative testing on computer-based learning [Szpunar et al. 2013]. Before the video is generally released, it is being laboratory-tested on students in its current form. Meanwhile, we seek feedback from our teaching colleagues at Physoc on ways to improve or reformulate this kind of video. This video results from the David Jordan Teaching Award from the Physiological Society (2017). To watch with music: https://youtu.be/PycKqILSXB4 Without music: https://youtu.be/bXLoGgu1y50