Yi R Fung

Zhitao He, Zongwei Lyu, Yi R Fung

Although artificial intelligence (AI) has become deeply integrated into various stages of the research workflow and achieved remarkable advancements, academic rebuttal remains a significant and underexplored challenge. This is because rebuttal is a complex process of strategic communication under severe information asymmetry rather than a simple technical debate. Consequently, current approaches struggle as they largely imitate surface-level linguistics, missing the essential element of perspective-taking required for effective persuasion. In this paper, we introduce RebuttalAgent, the first framework to ground academic rebuttal in Theory of Mind (ToM), operationalized through a ToM-Strategy-Response (TSR) framework that models reviewer mental state, formulates persuasion strategy, and generates evidence-based response. To train our agent, we construct RebuttalBench, a large-scale dataset synthesized via a novel critique-and-refine approach. Our training process consists of two stages, beginning with a supervised fine-tuning phase to equip the agent with ToM-based analysis and strategic planning capabilities, followed by a reinforcement learning phase leveraging the self-reward mechanism for scalable self-improvement. For reliable and efficient automated evaluation, we further develop Rebuttal-RM, a specialized evaluator trained on over 100K samples of multi-source rebuttal data, which achieves scoring consistency with human preferences surpassing powerful judge GPT-4.1. Extensive experiments show RebuttalAgent significantly outperforms the base model by an average of 18.3% on automated metrics, while also outperforming advanced proprietary models across both automated and human evaluations.

Zhitao He, Haolin Yang, Zeyu Qin et al.

The significant gap between rising demands for clinical training and the scarcity of expert instruction poses a major challenge to medical education. With powerful capabilities in personalized guidance, Large Language Models (LLMs) offer a promising solution to bridge this gap. However, current research focuses mainly on one-on-one knowledge instruction, overlooking collaborative reasoning, a key skill for students developed in teamwork like ward rounds. To this end, we develop ClinEdu, a multi-agent pedagogical simulator with personality-driven patients and diverse student cohorts, enabling controlled testing of complex pedagogical processes and scalable generation of teaching data. Based on ClinEdu, we construct ClinTeach, a large Socratic teaching dialogue dataset that captures the complexities of group instruction. We then train MedTutor-R1, the first multimodal Socratic tutor designed for one-to-many instruction in clinical medical education. MedTutor-R1 is first instruction-tuned on our ClinTeach dataset and then optimized with reinforcement learning, using rewards derived from a three-axis rubric, covering structural fidelity, analytical quality, and clinical safety, to refine its adaptive Socratic strategies. For authentic in-situ assessment, we use simulation-based interactive evaluation that redeploys the tutor back into ClinEdu. Experimental results demonstrate that our MedTutor-R1 outperforms the base model by over 20% in average pedagogical score and is comparable to o3, while also exhibiting high adaptability in handling a varying number of students. This promising performance underscores the effectiveness of our pedagogical simulator, ClinEdu.