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Reproducibility and Data Storage for Active Learning-Aided Systematic Reviews

Lombaers, Peter, de Bruin, Jonathan, van de Schoot, Rens·2024·Applied Sciences

Abstract

In the screening phase of a systematic review, screening prioritization via active learning effectively reduces the workload. However, the PRISMA guidelines are not sufficient for reporting the screening phase in a reproducible manner. Text screening with active learning is an iterative process, but the labeling decisions and the training of the active learning model can happen independently of each other in time. Therefore, it is not trivial to store the data from both events so that one can still know which iteration of the model was used for each labeling decision. Moreover, many iterations of the active learning model will be trained throughout the screening process, producing an enormous amount of data (think of many gigabytes or even terabytes of data), and machine learning models are continually becoming larger. This article clarifies the steps in an active learning-aided screening process and what data is produced at every step. We consider what reproducibility means in this context and we show that there is tension between the desire to be reproducible and the amount of data that is stored. Finally, we present the RDAL Checklist (Reproducibility and Data storage for Active Learning-Aided Systematic Reviews Checklist), which helps users and creators of active learning software make their screening process reproducible.

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Figure 1 The human-in-theloop (HITL) active learning cycle with two types of output: on the top right, the trained model, which is the main output in the classical active learning; and at the bottom left, all relevant papers, which is the main output of researcher-in-theloop (RITL) active learning. Figure 1. The human-in-the-loop (HITL) active learning cycle with two types of output: on the top right, the trained model, which is the main output in the classical active learning; and at the bottom left, all relevant papers, which is the main output of researcher-in-the-loop (RITL) active learning.
Figure 1 The human-in-theloop (HITL) active learning cycle with two types of output: on the top right, the trained model, which is the main output in the classical active learning; and at the bottom left, all relevant papers, which is the main output of researcher-in-theloop (RITL) active learning. Figure 1. The human-in-the-loop (HITL) active learning cycle with two types of output: on the top right, the trained model, which is the main output in the classical active learning; and at the bottom left, all relevant papers, which is the main output of researcher-in-the-loop (RITL) active learning.CC-BY · From the PDF
Figure 2 Main steps in a systematic review using active learning. Figure 2. Main steps in a systematic review using active learning.
Figure 2 Main steps in a systematic review using active learning. Figure 2. Main steps in a systematic review using active learning.CC-BY · From the PDF
Figure 3 The two cycles of labeling and training. Figure 3. The two cycles of labeling and training.
Figure 3 The two cycles of labeling and training. Figure 3. The two cycles of labeling and training.CC-BY · From the PDF

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Citations

Cites

Show all 18 references

Research works printed but not linked: 27

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Cited by

Metadata

Authors
Lombaers, P., de Bruin, J., & van de Schoot, R.
Venue
Applied Sciences
Publisher
MDPI AG
Published
2024-04-30
Volume
14
Issue
9
Pages
3842
ISSN
2076-3417
Cited by
20
References
18
Language
en
Funders
  • European Commission (H2020-INNOSUP-2020-02, 406.22.GO.048)
  • Dutch Research Council (H2020-INNOSUP-2020-02, 406.22.GO.048)

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