Co-training with High-Confidence Pseudo Labels for Semi-supervised Medical Image Segmentation
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Consistency regularization and pseudo labeling-based semi-supervised methods perform co-training using the pseudo labels from multi-view inputs. However, such co-training models tend to converge early to a consensus, degenerating to the self-training ones, and produce low-confidence pseudo labels from the perturbed inputs during training. To address these issues, we propose an Uncertainty-guided Collaborative Mean-Teacher (UCMT) for semi-supervised semantic segmentation with the high-confidence pseudo labels. Concretely, UCMT consists of two main components: 1) collaborative mean-teacher (CMT) for encouraging model disagreement and performing co-training between the sub-networks, and 2) uncertainty-guided region mix (UMIX) for manipulating the input images according to the uncertainty maps of CMT and facilitating CMT to produce high-confidence pseudo labels. Combining the strengths of UMIX with CMT, UCMT can retain model disagreement and enhance the quality of pseudo labels for the co-training segmentation. Extensive experiments on four public medical image datasets including 2D and 3D modalities demonstrate the superiority of UCMT over the state-of-the-art. Code is available at: https://github.com/Senyh/UCMT.Keywords:
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This article explores whether complementary and alternative medicine (CAM) users view CAM as a unified concept or individualize the modalities. A survey about the beliefs and concerns surrounding the use of 22 CAM modalities was posted to a random sample of 1,308 people in five rural and two metropolitan localities in Victoria, Australia. The response rate was 40% (n = 459). Overall, 91% of respondents were found to either have used one CAM modality (85%, n = 386) or be open to future use (6%, n = 33). Respondents did not view CAM as a unified concept. Each modality was used by people with different characteristics and beliefs about health care. However, it was practical to divide the 22 CAM modalities into four categories that we have named natural remedy, wellness, accepted, and established modalities. The four categories lie along a set of continua extending from natural remedy modalities and ‘‘holistic health care’’ beliefs at one end to established modalities and a belief in the tenets of conventional medicine at the other. We were able to develop a model to show this diagrammatically.
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In the article the authors analyze the theoretical approaches to the concept of "emotional modality" in the psychological and pedagogical literature; highlight the features of the manifestation of the emotional modalities of the teacher, methods and techniques for correcting the emotional modalities of the teacher. The results of the study on the implementation of the program of correction of emotional modalities of the modern teacher are presented.
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Introduction: Physical modalities are performed by physiotherapists based on physiatrists’ orders, so the residents pay less attention to the need and importance of learning the practical modalities. The aim of this study was to determine the effect of teaching the practical aspects of modalities to residents of Physical Medicine and Rehabilitation in order to improve their skills and attitudes toward ordering and doing physical modalities. Methods: In an interventional, before after study, all residents of physical medicine and rehabilitation, took the medical history of the patients willingly participatedand performed physical examinationand ordered physical modalities. They were also assessed by performing the modalities on the patient. Following the primary assessment, an experienced physiotherapist taught the residents how to do physical modalities. After the practical education, residents were assessed by ordering the modalities and performing them on simulated patients. Their satisfaction of the educational program was evaluated after the intervention. Results: The mean scores of using modalities before and after the education were 23.08± 5.50 and 52±10.18 respectively (p=0.0001). The mean scores of ordering the modalities before and after the education were 1 and 1.66 (p=0.038). The mean score of satisfaction was 91.66±8.74 out of 100. Conclusion: Since physical medicine and rehabilitation residents and specialists who order physical modalities for patients do not perform it on their own patients, teaching the practical physical modalities can improve their skills. The satisfaction rate of residents with the course was very high.
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