Federated learning for violence incident prediction in a simulated cross-institutional psychiatric setting

被引:14
|
作者
Borger, Thomas [1 ,2 ]
Mosteiro, Pablo [1 ]
Kaya, Heysem [1 ]
Rijcken, Emil [1 ,3 ]
Salah, Albert Ali [1 ,6 ]
Scheepers, Floortje [4 ]
Spruit, Marco [1 ,5 ,7 ]
机构
[1] Univ Utrecht, Dept Informat & Comp Sci, Utrecht, Netherlands
[2] KPMG NV, Amstelveen, Netherlands
[3] Eindhoven Univ Technol, Jheronimus Acad Data Sci, Shertogenbosch, Netherlands
[4] Univ Med Ctr Utrecht, Dept Psychiat, Utrecht, Netherlands
[5] Leiden Univ, Dept Publ Hlth & Primary Care, Med Ctr, Leiden, Netherlands
[6] Bogazici Univ, Dept Comp Engn, Istanbul, Turkey
[7] Leiden Univ, Leiden Inst Adv Comp Sci, Leiden, Netherlands
关键词
Federated learning; Violence prediction; Neural networks; Psychiatry; Clinical notes; RISK; AGGRESSION;
D O I
10.1016/j.eswa.2022.116720
中图分类号
TP18 [人工智能理论];
学科分类号
081104 ; 0812 ; 0835 ; 1405 ;
摘要
Inpatient violence is a common and severe problem within psychiatry. Knowing who might become violent can influence staffing levels and mitigate severity. Predictive machine learning models can assess each patient's likelihood of becoming violent based on clinical notes. Yet, while machine learning models benefit from having more data, data availability is limited as hospitals typically do not share their data for privacy preservation. Federated Learning (FL) can overcome the problem of data limitation by training models in a decentralised manner, without disclosing data between collaborators. However, although several FL approaches exist, none of these train Natural Language Processing models on clinical notes. In this work, we investigate the application of Federated Learning to clinical Natural Language Processing, applied to the task of Violence Risk Assessment by simulating a cross-institutional psychiatric setting. We train and compare four models: two local models, a federated model and a data-centralised model. Our results indicate that the federated model outperforms the local models and has similar performance as the data-centralised model. These findings suggest that Federated Learning can be used successfully in a cross-institutional setting and is a step towards new applications of Federated Learning based on clinical notes.
引用
收藏
页数:9
相关论文
共 50 条
  • [21] Engineering student experience and self-direction in implementations of blended learning: a cross-institutional analysis
    David Evenhouse
    Yonghee Lee
    Edward Berger
    Jeffrey F. Rhoads
    Jennifer DeBoer
    International Journal of STEM Education, 10
  • [22] Students with disabilities and online learning: A cross-institutional study of perceived satisfaction with accessibility compliance and services
    Roberts, Jodi B.
    Crittenden, Laura A.
    Crittenden, Jason C.
    INTERNET AND HIGHER EDUCATION, 2011, 14 (04): : 242 - 250
  • [23] Task design and its induced learning effects in a cross-institutional blog-mediated telecollaboration
    Chen, Wen-Chun
    Shih, Yu-Chih Doris
    Liu, Gi-Zen
    COMPUTER ASSISTED LANGUAGE LEARNING, 2015, 28 (04) : 285 - 305
  • [24] Engineering student experience and self-direction in implementations of blended learning: a cross-institutional analysis
    Evenhouse, David
    Lee, Yonghee
    Berger, Edward
    Rhoads, Jeffrey F.
    DeBoer, Jennifer
    INTERNATIONAL JOURNAL OF STEM EDUCATION, 2023, 10 (01)
  • [25] CIF-HGR: A privacy-preserving and collaborative framework for cross-institutional federated heterogeneous graph recommendation in energy IoT
    Wang, Ning
    Li, Ya
    Li, Yuanbang
    COMPUTERS & ELECTRICAL ENGINEERING, 2025, 123
  • [26] The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules
    Rienties, Bart
    Toetenel, Lisette
    COMPUTERS IN HUMAN BEHAVIOR, 2016, 60 : 333 - 341
  • [27] Ethical oversight of student data in learning analytics: a typology derived from a cross-continental, cross-institutional perspective
    Willis, James E., III
    Slade, Sharon
    Prinsloo, Paul
    ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT, 2016, 64 (05): : 881 - 901
  • [28] Ethical oversight of student data in learning analytics: a typology derived from a cross-continental, cross-institutional perspective
    James E. Willis
    Sharon Slade
    Paul Prinsloo
    Educational Technology Research and Development, 2016, 64 : 881 - 901
  • [29] Exploring the role of peer observation of teaching in facilitating cross-institutional professional conversations about teaching and learning
    O'Keeffe, Muireann
    Crehan, Martina
    Munro, Morag
    Logan, Anna
    Farrell, Ann Marie
    Clarke, Eric
    Flood, Michelle
    Ward, Monica
    Andreeva, Tatiana
    Van Egeraat, Chris
    Heaney, Frances
    Curran, Declan
    Clinton, Eric
    INTERNATIONAL JOURNAL FOR ACADEMIC DEVELOPMENT, 2021, 26 (03) : 266 - 278
  • [30] Privacy-Preserving Federated Survival Support Vector Machines for Cross-Institutional Time-To-Event Analysis: Algorithm Development and Validation
    Spaeth, Julian
    Sewald, Zeno
    Probul, Niklas
    Berland, Magali
    Almeida, Mathieu
    Pons, Nicolas
    Le Chatelier, Emmanuelle
    Gines, Pere
    Sole, Cristina
    Juanola, Adria
    Pauling, Josch
    Baumbach, Jan
    JMIR AI, 2024, 3