October 2019, ScientificAmerican.com 15art correspondence was based on something
deeper than superficial geometric features.
“It’s a very clever study,” says Matthew Inglis,
a researcher in math education at Loughbor-
ough University in England, who was not in -
volv ed with the work. “I found the results to be
quite counterintuitive, albeit very persuasive.
Based on my own work”—in which mathemati-
cians disagreed about the quality of proofs—
“I would have expected aesthetic judgments in
mathematics to be unstable across individuals.”
Nathalie Sinclair, a math education re -
search er at Simon Fraser University in British
Columbia, who was also not involved in the
study, was surprised as well. “One might have
thought that because there is so much fear of
mathematics in our culture, people would have
thought the questions were absurd,” she says.
Stefan Steinerberger, a mathematician at
Yale University and a paper co-author, be -
lieves educators should highlight the beauty in
math. “People have this weird notion of think-
ing of themselves as incorporeal computing
machines,” he says. “It’s not true.”
— Matthew Hutsonrespect that comes from that,” Hoffman says.
“You recognize how amazingly cool and intri-
cate the human body is, and you start to realize
that everybody on the planet is this amazing—
and so am I.” Yet the lab is not the only way to
forge a student’s medical identity, Hoffman and
others say. For instance, students could interact
with living patients earlier in their studies.
Another open question is whether students
learn as well using the digital tools. Educators’
studies are probing whether replacing old tech-
niques with new technology will actually im -
prove, and not harm, the quality of their stu-
dents’ education. Their results, if positive, may
encourage more schools to convert. “It feels
early to call this a trend, but given the sheer
number of schools that have shown interest, it
feels like something’s happening,” Schuster says.
Anatomy education has been resistant to
change for so long that Young and others see
what is happening now as a sign of a possible
historic transition. “We’re at the beginning of a
paradigm shift, no question about that,” Young
says. “That shift is going to take several years.
But if you asked me how is anatomy education
going to be done in a decade? It’s not going to
be done with cadavers. That’s my prediction.”
— Bahar Gholipour© 2019 Scientific Americanart correspondence was based on something
deeper than superficial geometric features.
“It’s a very clever study,” says Matthew Inglis,
a researcher in math education at Loughbor-
ough University in England, who was not in
volv ed with the work. “I found the results to be
quite counterintuitive, albeit very persuasive.
Based on my own work”—in which mathemati-
cians disagreed about the quality of proofs—
“I would have expected aesthetic judgments in
mathematics to be unstable across individuals.”
Nathalie Sinclair, a math education re
search er at Simon Fraser University in British
Columbia, who was also not involved in the
study, was surprised as well. “One might have
thought that because there is so much fear of
mathematics in our culture, people would have
thought the questions were absurd,” she says.
Stefan Steinerberger, a mathematician at
Yale University and a paper coauthor, be
lieves educators should highlight the beauty in
math. “People have this weird notion of think-
ing of themselves as incorporeal computing
machines,” he says. “It’s not true.”
— Matthew Hutsonrespect that comes from that,” Hoffman says.
“You recognize how amazingly cool and intri-
cate the human body is, and you start to realize
that everybody on the planet is this amazing—
and so am I.” Yet the lab is not the only way to
forge a student’s medical identity, Hoffman and
others say. For instance, students could interact
with living patients earlier in their studies.
Another open question is whether students
learn as well using the digital tools. Educators’
studies are probing whether replacing old tech-
niques with new technology will actually im
prove, and not harm, the quality of their stu-
dents’ education. Their results, if positive, may
encourage more schools to convert. “It feels
early to call this a trend, but given the sheer
number of schools that have shown interest, it
feels like something’s happening,” Schuster says.
Anatomy education has been resistant to
change for so long that Young and others see
what is happening now as a sign of a possible
historic transition. “We’re at the beginning of a
paradigm shift, no question about that,” Young
says. “That shift is going to take several years.
But if you asked me how is anatomy education
going to be done in a decade? It’s not going to
be done with cadavers. That’s my prediction.”
— Bahar Gholipoursad1019Adva3p.indd 15 8/21/19 4:16 PM
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