Lei Liu

h-index5
2papers
50citations

2 Papers

8.7CLMar 25, 2024
Towards Automatic Evaluation for LLMs' Clinical Capabilities: Metric, Data, and Algorithm

Lei Liu, Xiaoyan Yang, Fangzhou Li et al.

Large language models (LLMs) are gaining increasing interests to improve clinical efficiency for medical diagnosis, owing to their unprecedented performance in modelling natural language. Ensuring the safe and reliable clinical applications, the evaluation of LLMs indeed becomes critical for better mitigating the potential risks, e.g., hallucinations. However, current evaluation methods heavily rely on labor-intensive human participation to achieve human-preferred judgements. To overcome this challenge, we propose an automatic evaluation paradigm tailored to assess the LLMs' capabilities in delivering clinical services, e.g., disease diagnosis and treatment. The evaluation paradigm contains three basic elements: metric, data, and algorithm. Specifically, inspired by professional clinical practice pathways, we formulate a LLM-specific clinical pathway (LCP) to define the clinical capabilities that a doctor agent should possess. Then, Standardized Patients (SPs) from the medical education are introduced as the guideline for collecting medical data for evaluation, which can well ensure the completeness of the evaluation procedure. Leveraging these steps, we develop a multi-agent framework to simulate the interactive environment between SPs and a doctor agent, which is equipped with a Retrieval-Augmented Evaluation (RAE) to determine whether the behaviors of a doctor agent are in accordance with LCP. The above paradigm can be extended to any similar clinical scenarios to automatically evaluate the LLMs' medical capabilities. Applying such paradigm, we construct an evaluation benchmark in the field of urology, including a LCP, a SPs dataset, and an automated RAE. Extensive experiments are conducted to demonstrate the effectiveness of the proposed approach, providing more insights for LLMs' safe and reliable deployments in clinical practice.

6.7CLMay 15, 2025
Artificial Intelligence Bias on English Language Learners in Automatic Scoring

Shuchen Guo, Yun Wang, Jichao Yu et al.

This study investigated potential scoring biases and disparities toward English Language Learners (ELLs) when using automatic scoring systems for middle school students' written responses to science assessments. We specifically focus on examining how unbalanced training data with ELLs contributes to scoring bias and disparities. We fine-tuned BERT with four datasets: responses from (1) ELLs, (2) non-ELLs, (3) a mixed dataset reflecting the real-world proportion of ELLs and non-ELLs (unbalanced), and (4) a balanced mixed dataset with equal representation of both groups. The study analyzed 21 assessment items: 10 items with about 30,000 ELL responses, five items with about 1,000 ELL responses, and six items with about 200 ELL responses. Scoring accuracy (Acc) was calculated and compared to identify bias using Friedman tests. We measured the Mean Score Gaps (MSGs) between ELLs and non-ELLs and then calculated the differences in MSGs generated through both the human and AI models to identify the scoring disparities. We found that no AI bias and distorted disparities between ELLs and non-ELLs were found when the training dataset was large enough (ELL = 30,000 and ELL = 1,000), but concerns could exist if the sample size is limited (ELL = 200).