Zhicheng Guo

Alina Jade Barnett, Zhicheng Guo, Jin Jing et al.

In intensive care units (ICUs), critically ill patients are monitored with electroencephalograms (EEGs) to prevent serious brain injury. The number of patients who can be monitored is constrained by the availability of trained physicians to read EEGs, and EEG interpretation can be subjective and prone to inter-observer variability. Automated deep learning systems for EEG could reduce human bias and accelerate the diagnostic process. However, black box deep learning models are untrustworthy, difficult to troubleshoot, and lack accountability in real-world applications, leading to a lack of trust and adoption by clinicians. To address these challenges, we propose a novel interpretable deep learning model that not only predicts the presence of harmful brainwave patterns but also provides high-quality case-based explanations of its decisions. Our model performs better than the corresponding black box model, despite being constrained to be interpretable. The learned 2D embedded space provides the first global overview of the structure of ictal-interictal-injury continuum brainwave patterns. The ability to understand how our model arrived at its decisions will not only help clinicians to diagnose and treat harmful brain activities more accurately but also increase their trust and adoption of machine learning models in clinical practice; this could be an integral component of the ICU neurologists' standard workflow.

Pinzhen Chen, Simon Yu, Zhicheng Guo et al.

Multilingual large language models are designed, claimed, and expected to cater to speakers of varied languages. We hypothesise that the current practices of fine-tuning and evaluating these models may not perfectly align with this objective owing to a heavy reliance on translation, which cannot cover language-specific knowledge but can introduce translation defects. It remains unknown whether the nature of the instruction data has an impact on the model output; conversely, it is questionable whether translated test sets can capture such nuances. Due to the often coupled practices of using translated data in both stages, such imperfections could have been overlooked. This work investigates these issues using controlled native or translated data during the instruction tuning and evaluation stages. We show that native or generation benchmarks reveal a notable difference between native and translated instruction data especially when model performance is high, whereas other types of test sets cannot. The comparison between round-trip and single-pass translations reflects the importance of knowledge from language-native resources. Finally, we demonstrate that regularization is beneficial to bridging this gap on structured but not generative tasks.