Search for: All records

Although Large Language Models (LLMs) succeed in human-guided conversations such as instruction following and question answering, the potential of LLM-guided conversations-where LLMs direct the discourse and steer the conversation's objectives-remains under-explored. In this study, we first characterize LLM-guided conversation into three fundamental components: (i) Goal Navigation; (ii) Context Management; (iii) Empathetic Engagement, and propose GuideLLM as an installation. We then implement an interviewing environment for the evaluation of LLM-guided conversation. Specifically, various topics are involved in this environment for comprehensive interviewing evaluation, resulting in around 1.4k turns of utterances, 184k tokens, and over 200 events mentioned during the interviewing for each chatbot evaluation. We compare GuideLLM with 6 state-of-the-art LLMs such as GPT-4o and Llama-3-70b-Instruct, from the perspective of interviewing quality, and autobiography generation quality. For automatic evaluation, we derive user proxies from multiple autobiographies and employ LLM-as-a-judge to score LLM behaviors. We further conduct a human-involved experiment by employing 45 human participants to chat with GuideLLM and baselines. We then collect human feedback, preferences, and ratings regarding the qualities of conversation and autobiography. Experimental results indicate that GuideLLM significantly outperforms baseline LLMs in automatic evaluation and achieves consistent leading performances in human ratings. 

Accurate diagnosis and prognosis assisted by pathology images are essential for cancer treatment selection and planning. Despite the recent trend of adopting deep-learning approaches for analyzing complex pathology images, they fall short as they often overlook the domain-expert understanding of tissue structure and cell composition. In this work, we focus on a challenging Open-ended Pathology VQA (PathVQA-Open) task and propose a novel framework named Path-RAG, which leverages HistoCartography to retrieve relevant domain knowledge from pathology images and significantly improves performance on PathVQA-Open. Admitting the complexity of pathology image analysis, Path-RAG adopts a human-centered AI approach by retrieving domain knowledge using HistoCartography to select the relevant patches from pathology images. Our experiments suggest that domain guidance can significantly boost the accuracy of LLaVA-Med from 38% to 47%, with a notable gain of 28% for H&E-stained pathology images in the PathVQA-Open dataset. For longer-form question and answer pairs, our model consistently achieves significant improvements of 32.5% in ARCH-Open PubMed and 30.6% in ARCH-Open Books on H\&E images. 

Although Large Language Models (LLMs) succeed in human-guided conversations such as instruction following and question answering, the potential of LLM-guided conversations—where LLMs direct the discourse and steer the conversation’s objectives—remains largely untapped. In this study, we provide an exploration of the LLM-guided conversation paradigm. Specifically, we first characterize LLM-guided conversation into three fundamental properties: (i) Goal Navigation; (ii) Context Management; (iii) Empathetic Engagement, and propose GUIDELLM as a general framework for LLM-guided conversation. We then implement an autobiography interviewing environment as one of the demonstrations of GuideLLM, which is a common practice in Reminiscence Therapy. In this environment, various techniques are integrated with GUIDELLM to enhance the autonomy of LLMs, such as Verbalized Interview Protocol (VIP) and Memory Graph Extrapolation (MGE) for goal navigation, and therapy strategies for empathetic engagement. We compare GUIDELLM with baseline LLMs, such as GPT-4-turbo and GPT-4o, from the perspective of interviewing quality, conversation quality, and autobiography generation quality. Experimental results encompassing both LLM-as-a-judge evaluations and human subject experiments involving 45 participants indicate that GUIDELLM significantly outperforms baseline LLMs in the autobiography interviewing task. 

Purpose: Limited studies exploring concrete methods or approaches to tackle and enhance model fairness in the radiology domain. Our proposed AI model utilizes supervised contrastive learning to minimize bias in CXR diagnosis. Materials and Methods: In this retrospective study, we evaluated our proposed method on two datasets: the Medical Imaging and Data Resource Center (MIDRC) dataset with 77,887 CXR images from 27,796 patients collected as of April 20, 2023 for COVID-19 diagnosis, and the NIH Chest X-ray (NIH-CXR) dataset with 112,120 CXR images from 30,805 patients collected between 1992 and 2015. In the NIH-CXR dataset, thoracic abnormalities include atelectasis, cardiomegaly, effusion, infiltration, mass, nodule, pneumonia, pneumothorax, consolidation, edema, emphysema, fibrosis, pleural thickening, or hernia. Our proposed method utilizes supervised contrastive learning with carefully selected positive and negative samples to generate fair image embeddings, which are fine-tuned for subsequent tasks to reduce bias in chest X-ray (CXR) diagnosis. We evaluated the methods using the marginal AUC difference (δ mAUC). Results: The proposed model showed a significant decrease in bias across all subgroups when compared to the baseline models, as evidenced by a paired T-test (p<0.0001). The δ mAUC obtained by our method were 0.0116 (95\% CI, 0.0110-0.0123), 0.2102 (95% CI, 0.2087-0.2118), and 0.1000 (95\% CI, 0.0988-0.1011) for sex, race, and age on MIDRC, and 0.0090 (95\% CI, 0.0082-0.0097) for sex and 0.0512 (95% CI, 0.0512-0.0532) for age on NIH-CXR, respectively. Conclusion: Employing supervised contrastive learning can mitigate bias in CXR diagnosis, addressing concerns of fairness and reliability in deep learning-based diagnostic methods. 

It is well established that access to social supports is essential for engineering students’ persistence and yet access to supports varies across groups. Understanding the differential supports inherent in students’ social networks and then working to provide additional needed supports can help the field of engineering education become more inclusive of all students. Our work contributes to this effort by examing the reliability and fairness of a social capital instrument, the Undergraduate Supports Survey (USS). We examined the extent to which two scales were reliable across ability levels (level of social capital), gender groups and year-in-school. We conducted two item response theory (IRT) models using a graded response model and performed differential item functioning (DIF) tests to detect item differences in gender and year-in-school. Our results indicate that most items have acceptable to good item discrimination and difficulty. DIF analysis shows that multiple items report DIF across gender groups in the Expressive Support scale in favor of women and nonbinary engineering students. DIF analysis shows that year-in-school has little to no effect on items, with only one DIF item. Therefore, engineering educators can use the USS confidently to examine expressive and instrumental social capital in undergraduates across year-in-school. Our work can be used by the engineering education research community to identify and address differences in students’ access to support. We recommend that the engineering education community works to be explicit in their expressive and instrumental support. Future work will explore the measurement invariance in Expressive Support items across gender.