Using information theory to identify redundancy in common laboratory tests in the intensive care unit
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
BACKGROUND: Clinical workflow is infused with large quantities of data, particularly in areas with enhanced monitoring such as the Intensive Care Unit (ICU). Information theory can quantify the expected amounts of total and redundant information contained in a given clinical data type, and as such has the potential to inform clinicians on how to manage the vast volumes of data they are required to analyze in their daily practice. The objective of this proof-of-concept study was to quantify the amounts of redundant information associated with common ICU lab tests. METHODS: We analyzed the information content of 11 laboratory test results from 29,149 adult ICU admissions in the MIMIC II database. Information theory was applied to quantify the expected amount of redundant information both between lab values from the same ICU day, and between consecutive ICU days. RESULTS: Most lab values showed a decreasing trend over time in the expected amount of novel information they contained. Platelet, blood urea nitrogen (BUN), and creatinine measurements exhibited the most amount of redundant information on days 2 and 3 compared to the previous day. The creatinine-BUN and sodium-chloride pairs had the most redundancy. CONCLUSIONS: Information theory can help identify and discourage unnecessary testing and bloodwork, and can in general be a useful data analytic technique for many medical specialties that deal with information overload.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.018 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it