Adaptive Label Correction for Robust Medical Image Segmentation with Noisy Labels

Deep learning has shown remarkable success in medical image analysis, but its reliance on large volumes of high-quality labeled data limits its applicability. While noisy labeled data are easier to obtain, directly incorporating them into training can degrade model performance. To address this challenge, we propose a Mean Teacher-based Adaptive Label Correction (ALC) self-ensemble framework for robust medical image segmentation with noisy labels. The framework leverages the Mean Teacher architecture to ensure consistent learning under noise perturbations. It includes an adaptive label refinement mechanism that dynamically captures and weights differences across multiple disturbance versions to enhance the quality of noisy labels. Additionally, a sample-level uncertainty-based label selection algorithm is introduced to prioritize high-confidence samples for network updates, mitigating the impact of noisy annotations. Consistency learning is integrated to align the predictions of the student and teacher networks, further enhancing model robustness. Extensive experiments on two public datasets demonstrate the effectiveness of the proposed framework, showing significant improvements in segmentation performance. By fully exploiting the strengths of the Mean Teacher structure, the ALC framework effectively processes noisy labels, adapts to challenging scenarios, and achieves competitive results compared to state-of-the-art methods.

DynCIM: Dynamic Curriculum for Imbalanced Multimodal Learning

Multimodal learning integrates complementary information from diverse modalities to enhance the decision-making process. However, the potential of multimodal collaboration remains under-exploited due to disparities in data quality and modality representation capabilities. To address this, we introduce DynCIM, a novel dynamic curriculum learning framework designed to quantify the inherent imbalances from both sample and modality perspectives. DynCIM employs a sample-level curriculum to dynamically assess each sample's difficulty according to prediction deviation, consistency, and stability, while a modality-level curriculum measures modality contributions from global and local. Furthermore, a gating-based dynamic fusion mechanism is introduced to adaptively adjust modality contributions, minimizing redundancy and optimizing fusion effectiveness. Extensive experiments on six multimodal benchmarking datasets, spanning both bimodal and trimodal scenarios, demonstrate that DynCIM consistently outperforms state-of-the-art methods. Our approach effectively mitigates modality and sample imbalances while enhancing adaptability and robustness in multimodal learning tasks. Our code is available at https://github.com/Raymond-Qiancx/DynCIM.