Error-Aware Curriculum Learning for Biomedical Relation Classification
This work addresses relation classification for biomedical knowledge graphs, which is incremental as it builds on existing teacher-student and curriculum learning methods.
The paper tackled biomedical relation classification by proposing an error-aware teacher-student framework that uses GPT-4o to analyze errors, generate remediations, and train models via curriculum learning, achieving new state-of-the-art performance on 4 of 5 PPI datasets and the DDI dataset.
Relation Classification (RC) in biomedical texts is essential for constructing knowledge graphs and enabling applications such as drug repurposing and clinical decision-making. We propose an error-aware teacher--student framework that improves RC through structured guidance from a large language model (GPT-4o). Prediction failures from a baseline student model are analyzed by the teacher to classify error types, assign difficulty scores, and generate targeted remediations, including sentence rewrites and suggestions for KG-based enrichment. These enriched annotations are used to train a first student model via instruction tuning. This model then annotates a broader dataset with difficulty scores and remediation-enhanced inputs. A second student is subsequently trained via curriculum learning on this dataset, ordered by difficulty, to promote robust and progressive learning. We also construct a heterogeneous biomedical knowledge graph from PubMed abstracts to support context-aware RC. Our approach achieves new state-of-the-art performance on 4 of 5 PPI datasets and the DDI dataset, while remaining competitive on ChemProt.