Seung-Ah Lee

Jina Lee, Youngtaek Hong, Dawun Jeong et al.

Radiomics, a medical imaging technique, extracts quantitative handcrafted features from images to predict diseases. Harmonization in those features ensures consistent feature extraction across various imaging devices and protocols. Methods for harmonization include standardized imaging protocols, statistical adjustments, and evaluating feature robustness. Myocardial diseases such as Left Ventricular Hypertrophy (LVH) and Hypertensive Heart Disease (HHD) are diagnosed via echocardiography, but variable imaging settings pose challenges. Harmonization techniques are crucial for applying handcrafted features in disease diagnosis in such scenario. Self-supervised learning (SSL) enhances data understanding within limited datasets and adapts to diverse data settings. ConvNeXt-V2 integrates convolutional layers into SSL, displaying superior performance in various tasks. This study focuses on convolutional filters within SSL, using them as preprocessing to convert images into feature maps for handcrafted feature harmonization. Our proposed method excelled in harmonization evaluation and exhibited superior LVH classification performance compared to existing methods.

Hazem Ibrahim, Fengyuan Liu, Rohail Asim et al.

The emergence of large language models has led to the development of powerful tools such as ChatGPT that can produce text indistinguishable from human-generated work. With the increasing accessibility of such technology, students across the globe may utilize it to help with their school work -- a possibility that has sparked discussions on the integrity of student evaluations in the age of artificial intelligence (AI). To date, it is unclear how such tools perform compared to students on university-level courses. Further, students' perspectives regarding the use of such tools, and educators' perspectives on treating their use as plagiarism, remain unknown. Here, we compare the performance of ChatGPT against students on 32 university-level courses. We also assess the degree to which its use can be detected by two classifiers designed specifically for this purpose. Additionally, we conduct a survey across five countries, as well as a more in-depth survey at the authors' institution, to discern students' and educators' perceptions of ChatGPT's use. We find that ChatGPT's performance is comparable, if not superior, to that of students in many courses. Moreover, current AI-text classifiers cannot reliably detect ChatGPT's use in school work, due to their propensity to classify human-written answers as AI-generated, as well as the ease with which AI-generated text can be edited to evade detection. Finally, we find an emerging consensus among students to use the tool, and among educators to treat this as plagiarism. Our findings offer insights that could guide policy discussions addressing the integration of AI into educational frameworks.