Medical decisions directly impact individuals’ health and well-being. Extracting decision spans from clinical notes plays a crucial role in understanding medical decision-making processes. In this paper, we develop a new dataset called “MedDec,” which contains clinical notes of eleven different phenotypes (diseases) annotated by ten types of medical decisions. We introduce the task of medical decision extraction, aiming to jointly extract and classify different types of medical decisions within clinical notes. We provide a comprehensive analysis of the dataset, develop a span detection model as a baseline for this task, evaluate recent span detection approaches, and employ a few metrics to measure the complexity of data samples. Our findings shed light on the complexities inherent in clinical decision extraction and enable future work in this area of research. The dataset and code are available through https://github.com/CLU-UML/MedDec.

Graph generation is the process of generating novel graphs with similar attributes to real world graphs. The explicit and precise control of granular structural attributes, such as node centrality and graph density, is crucial for effective graph generation. This paper introduces a controllable multi-objective translation model for text-attributed graphs, titled Controlled Graph Translator (CGT). It is designed to effectively and efficiently translate a given source graph to a target graph, while satisfying multiple desired graph attributes at granular level. Designed with an encoder-decoder architecture, CGT develops fusion and graph attribute predictor neural networks for controlled graph translation. We validate the effectiveness of CGT through extensive experiments on different genres of datasets. In addition, we illustrate the application of CGT in data augmentation and taxonomy creation, particularly in low resource settings.

A curriculum is a planned sequence of learning materials and an effective one can make learning efficient and effective for both humans and machines. Recent studies developed effective data-driven curriculum learning approaches for training graph neural networks in language applications. However, existing curriculum learning approaches often employ a single criterion of difficulty in their training paradigms. In this paper, we propose a new perspective on curriculum learning by introducing a novel approach that builds on graph complexity formalisms (as difficulty criteria) and model competence during training. The model consists of a scheduling scheme which derives effective curricula by accounting for different views of sample difficulty and model competence during training. The proposed solution advances existing research in curriculum learning for graph neural networks with the ability to incorporate a fine-grained spectrum of graph difficulty criteria in their training paradigms. Experimental results on real-world link prediction and node classification tasks illustrate the effectiveness of the proposed approach.

Curriculum learning provides a systematic approach to training. It refines training progressively, tailors training to task requirements, and improves generalization through exposure to diverse examples. We present a curriculum learning approach that builds on existing knowledge about text and graph complexity formalisms for training with text graph data. The core part of our approach is a novel data scheduler, which employs “spaced repetition” and complexity formalisms to guide the training process. We demonstrate the effectiveness of the proposed approach on several text graph tasks and graph neural network architectures. The proposed model gains more and uses less data; consistently prefers text over graph complexity indices throughout training, while the best curricula derived from text and graph complexity indices are equally effective; and it learns transferable curricula across GNN models and datasets. In addition, we find that both node-level (local) and graph-level (global) graph complexity indices, as well as shallow and traditional text complexity indices play a crucial role in effective curriculum learning.

We present a generic and trend-aware curriculum learning approach that effectively integrates textual and structural information in text graphs for relation extraction between entities, which we consider as node pairs in graphs. The proposed model extends existing curriculum learning approaches by incorporating sample-level loss trends to better discriminate easier from harder samples and schedule them for training. The model results in a robust estimation of sample difficulty and shows sizable improvement over the state-of-the-art approaches across several datasets.