Abstract
Acute coronary syndrome (ACS) is a serious cardiovascular disease that can lead to cardiac arrest if not diagnosed promptly. However, in the actual diagnosis and treatment of ACS, there will be a large number of redundant related features that interfere with the judgment of professionals. Further, existing methods have difficulty identifying high-quality ACS features from these data, and the interpretability work is insufficient. In response to this problem, this paper uses a hybrid feature selection method based on gradient boosting trees and recursive feature elimination with cross-validation (RFECV) to reduce ACS feature redundancy and uses interpretable feature learning for feature selection to retain the most discriminative features. While reducing the feature set search space, this method can balance model simplicity and learning performance to select the best feature subset. We leverage the interpretability of gradient boosting trees to aid in understanding key features of ACS, linking the eigenvalue meaning of instances to model risk predictions to provide interpretability for the classifier. The data set used in this paper is patient records after percutaneous coronary intervention (PCI) in a tertiary hospital in Fujian Province, China from 2016 to 2021. In this paper, we experimentally explored the impact of our method on ACS risk prediction. We extracted 25 key variables from 430 complex ACS medical features, with a feature reduction rate of 94.19%, and identified 5 key ACS factors. Compared with different baseline methods (Logistic Regression, Random Forest, Gradient Boosting, Extreme Gradient Boosting, Multilayer Perceptron, and 1D Convolutional Networks), the results show that our method achieves the highest Accuracy of 98.8%.
Funder
National Natural Science Foundation of China
Fujian Provincial Health Technology Project
Joint Funds for the Innovation of Science and Technology, Fujian province
Natural Science Foundation of Fujian Province, China
Fujian Province Young and Middle-aged Teacher Education Research Project
Publisher
Public Library of Science (PLoS)
Cited by
6 articles.
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