CLIMD: A Curriculum Learning Framework for Imbalanced Multimodal Diagnosis
Kai Han, Chongwen Lyu, Lele Ma, Chengxuan Qian, Siqi Ma, Zheng Pang, Jun Chen, and Zhe Liu

TL;DR
CLIMD introduces a curriculum learning framework tailored for imbalanced multimodal medical diagnosis, effectively improving model performance by focusing on key samples and gradually adapting to complex class distributions, outperforming existing methods.
Contribution
The paper proposes a novel curriculum learning framework that addresses class imbalance in multimodal medical diagnosis by combining intra-modal confidence and inter-modal complementarity, with a class distribution-guided scheduler.
Findings
Outperforms state-of-the-art methods on multiple datasets
Effectively handles imbalanced multimodal medical data
Easily integrated into existing models
Abstract
Clinicians usually combine information from multiple sources to achieve the most accurate diagnosis, and this has sparked increasing interest in leveraging multimodal deep learning for diagnosis. However, in real clinical scenarios, due to differences in incidence rates, multimodal medical data commonly face the issue of class imbalance, which makes it difficult to adequately learn the features of minority classes. Most existing methods tackle this issue with resampling or loss reweighting, but they are prone to overfitting or underfitting and fail to capture cross-modal interactions. Therefore, we propose a Curriculum Learning framework for Imbalanced Multimodal Diagnosis (CLIMD). Specifically, we first design multimodal curriculum measurer that combines two indicators, intra-modal confidence and inter-modal complementarity, to enable the model to focus on key samples and gradually…
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Taxonomy
TopicsImbalanced Data Classification Techniques · Machine Learning in Healthcare · COVID-19 diagnosis using AI
