text: Multi-organ segmentation is a critical problem in medical image analysis due to its great value for computer-aided diagnosis, computer-aided surgery, and radiation therapy. Although fully-supervised segmentation methods can achieve good performance, they usually require a large amount of 3D data, such as CT scans, with voxel-wised annotations which are usually difficult, expensive, and slow to obtain. By contrast, large unannotated datasets of CT images are available. Inspired by the well-known semi-supervised learning framework co-training, we propose multi-planar co-training (MPCT), to generate more reliable pseudo-labels by enforcing consistency among multiple planes, i.e., saggital, coronal, and axial planes, of 3D unlabeled medical data, which play a vital role in our framework. Empirical results show that generating pseudo-labels by the multi-planar fusion rather than a single plane leads to a significant performance gain. We evaluate our approach on a new collected dataset and show that MPCT boosts the performance of a typical segmentation model, fully convolutional networks, by a large margin, when only a small set of labeled 3D data is available, i.e., 77.49 vs. 73.14 .
  @cite_0: In recent years, a great many methods of learning from multi-view data by considering the diversity of different views have been proposed. These views may be obtained from multiple sources or different feature subsets. In trying to organize and highlight similarities and differences between the variety of multi-view learning approaches, we review a number of representative multi-view learning algorithms in different areas and classify them into three groups: 1) co-training, 2) multiple kernel learning, and 3) subspace learning. Notably, co-training style algorithms train alternately to maximize the mutual agreement on two distinct views of the data; multiple kernel learning algorithms exploit kernels that naturally correspond to different views and combine kernels either linearly or non-linearly to improve learning performance; and subspace learning algorithms aim to obtain a latent subspace shared by multiple views by assuming that the input views are generated from this latent subspace. Though there is significant variance in the approaches to integrating multiple views to improve learning performance, they mainly exploit either the consensus principle or the complementary principle to ensure the success of multi-view learning. Since accessing multiple views is the fundament of multi-view learning, with the exception of study on learning a model from multiple views, it is also valuable to study how to construct multiple views and how to evaluate these views. Overall, by exploring the consistency and complementary properties of different views, multi-view learning is rendered more effective, more promising, and has better generalization ability than single-view learning.
  @cite_49: We consider the problem of using a large unlabeled sample to boost performance of a learning algorit,hrn when only a small set of labeled examples is available. In particular, we consider a problem setting motivated by the task of learning to classify web pages, in which the description of each example can be partitioned into two distinct views. For example, the description of a web page can be partitioned into the words occurring on that page, and the words occurring in hyperlinks t,hat point to that page. We assume that either view of the example would be sufficient for learning if we had enough labeled data, but our goal is to use both views together to allow inexpensive unlabeled data to augment, a much smaller set of labeled examples. Specifically, the presence of two distinct views of each example suggests strategies in which two learning algorithms are trained separately on each view, and then each algorithm’s predictions on new unlabeled examples are used to enlarge the training set of the other. Our goal in this paper is to provide a PAC-style analysis for this setting, and, more broadly, a PAC-style framework for the general problem of learning from both labeled and unlabeled data. We also provide empirical results on real web-page data indicating that this use of unlabeled examples can lead to significant improvement of hypotheses in practice. *This research was supported in part by the DARPA HPKB program under contract F30602-97-1-0215 and by NSF National Young investigator grant CCR-9357793. Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. TO copy otherwise, to republish, to post on servers or to redistribute to lists, requires prior specific permission and or a fee. COLT 98 Madison WI USA Copyright ACM 1998 l-58113-057--0 98 7... 5.00 92 Tom Mitchell School of Computer Science Carnegie Mellon University Pittsburgh, PA 15213-3891 mitchell+@cs.cmu.edu
  @cite_11: 
summary: Co-training @cite_49 assumes that (1) features can be split into two independent sets and (2) each sub-feature set is sufficient to train a good classifier. During the learning process, each classifier is retrained with the additional training examples given by the other classifier. Co-training utilizes multiple sets of independent features which describe the same data, and therefore tends to yield more accurate and robust results than self-training @cite_11 . Multi-view learning @cite_0 , in general, defines learning paradigms that utilize the agreement among different learners. Co-training is one of the earliest schemes for multi-view learning.