State-of-the-art medical multi-modal large language models (med-MLLM), like LLaVA-Med or BioMedGPT, leverage instruction-following data in pre-training. However, those models primarily focus on scaling the model size and data volume to boost performance while mainly relying on the autoregressive learning objectives. Surprisingly, we reveal that such learning schemes might result in a weak alignment between vision and language modalities, making these models highly reliant on extensive pre-training datasets - a significant challenge in medical domains due to the expensive and time-consuming nature of curating high-quality instruction-following instances. We address this with LoGra-Med, a new multi-graph alignment algorithm that enforces triplet correlations across image modalities, conversation-based descriptions, and extended captions. This helps the model capture contextual meaning, handle linguistic variability, and build cross-modal associations between visuals and text. To scale our approach, we designed an efficient end-to-end learning scheme using black-box gradient estimation, enabling faster LLaMa 7B training. Our results show LoGra-Med matches LLAVA-Med performance on 600K image-text pairs for Medical VQA and significantly outperforms it when trained on 10% of the data. For example, on VQA-RAD, we exceed LLAVA-Med by 20.13% and nearly match the 100% pre-training score (72.52% vs. 72.64%). We also surpass SOTA methods like BiomedGPT on visual chatbots and RadFM on zero-shot image classification with VQA, highlighting the effectiveness of multi-graph alignment.

Graph Neural Networks (GNNs) have achieved great success on a variety of tasks with graph-structural data, among which node classification is an essential one. Unsupervised Graph Domain Adaptation (UGDA) shows its practical value of reducing the labeling cost for node classification. It leverages knowledge from a labeled graph (i.e., source domain) to tackle the same task on another unlabeled graph (i.e., target domain). Most existing UGDA methods heavily rely on the labeled graph in the source domain. They utilize labels from the source domain as the supervision signal and are jointly trained on both the source graph and the target graph. However, in some real-world scenarios, the source graph is inaccessible because of either unavailability or privacy issues. Therefore, we propose a novel scenario named Source Free Unsupervised Graph Domain Adaptation (SFUGDA). In this scenario, the only information we can leverage from the source domain is the well-trained source model, without any exposure to the source graph and its labels. As a result, existing UGDA methods are not feasible anymore. To address the non-trivial adaptation challenges in this practical scenario, we propose a model-agnostic algorithm for domain adaptation to fully exploit the discriminative ability of the source model while preserving the consistency of structural proximity on the target graph. We prove the effectiveness of the proposed algorithm both theoretically and empirically. The experimental results on four cross-domain tasks show consistent improvements of the Macro-F1 score up to 0.17.

The Justice Ministry will impose new regulations on Japanese-language schools in October to ensure students who enter Japan to learn the language do not spend the majority of their stay working instead of studying. The change was implemented after one applicant raised the ministry's eyebrows by asking about setting up a school that would be in session for just half a year, presumably so students could use the longer holiday period to work. Under current student visa conditions, students can work up to 40 hours a week when their schools are on holiday and 28 hours when they are in session. Although there were previously no rules on how long a school should be in session, the new rule will require schools to be in session for at least 35 weeks a year. "The main duty of a student is to study," said Justice Ministry official Tetsuya Soga, who explained that the new rule is intended as a way to clarify that students should be putting their effort into studying rather than working.