Can Non-specialists Provide High Quality Gold Standard Labels in Challenging Modalities?

Rifampin drug resistance tests for tuberculosis: challenging the gold standard.

The rapid diagnosis of rifampin resistance is hampered by a reported insufficient specificity of molecular techniques for detection of rpoB mutations. Our objective for this study was to document the prevalence and prognostic value of rpoB mutations with unclear phenotypic resistance. The study design entailed sequencing directly from sputum of first failure or relapse patients without phenotyp...

Web 2.0-Based Crowdsourcing for High-Quality Gold Standard Development in Clinical Natural Language Processing

BACKGROUND A high-quality gold standard is vital for supervised, machine learning-based, clinical natural language processing (NLP) systems. In clinical NLP projects, expert annotators traditionally create the gold standard. However, traditional annotation is expensive and time-consuming. To reduce the cost of annotation, general NLP projects have turned to crowdsourcing based on Web 2.0 techno...

Challenging the Gold Standard: Alternatives to the Collison for Aerosol Generation in Research

Can CMR be the new ‘gold standard’ for constrictive pericarditis?

Historically, the cardiac catheterization has been the ‘gold standard’for the evaluation and confirmation of constrictive pericarditis. Noninvasive CMR should have a potential role to be equivalent or even superior given its abiltiy to detect both the anatomic and physiologic impact of an abnormal pericardium. Via RF tissue-tagging, we show that CMR could be a contender for a new non-invasive s...

Bedside Teaching: Specialists vs. Non- specialists

Word Count: 249 (including titles) Main Text Word count: 1422 (including titles) Number of tables: 2 Deemed exempt from full review by University Research Ethics Committee (UREC) (University of Dundee, UREC Reference number: 11077) This is the peer reviewed version of the following article: ‘Bedside Teaching: Specialists versus Non-specialists’, Clinical Teacher 13:2 (2016), which has been publ...