Open Access

ARTICLE

Knowledge Distillation for Biomedical Text Classification: A Systematic Comparative Analysis of Multiple Teacher–Student Architectures

Amine Gonca Toprak^1,*, Aytuğ Onan²

1 R&D Department, Türk Telekom, Ankara, Türkiye
2 Computer Engineering Department, Izmir Institute of Technology, Izmir, Türkiye

* Corresponding Author: Amine Gonca Toprak. Email:

Computers, Materials & Continua 2026, 89(1), 101 https://doi.org/10.32604/cmc.2026.085268

Received 08 May 2026; Accepted 23 July 2026; Issue published 13 August 2026

Abstract

Biomedical texts present significant challenges for natural language processing (NLP) due to their complex terminology, intricate contextual dependencies, and highly domain-specific semantics. This study investigates the effectiveness of knowledge distillation (KD) for biomedical text classification, aiming to develop lightweight, resource-efficient models that remain competitive with larger architectures. A balanced dataset of 25,000 PubMed records was constructed, equally distributed across five biomedical domains. Two teacher models (BERT and PubMedBERT) and five student models (DistilBERT, BioClinicalBERT, BioBERT, DistilBioBERT, and DistilRoBERTa) were evaluated across ten distinct KD configurations. Each student model was also directly fine-tuned to serve as a controlled baseline. Model performance was assessed using accuracy, precision, recall, and F1-score. The results show that KD can, under suitable teacher–student configurations, enable student models to surpass direct fine-tuning, while other configurations yield only marginal or comparable improvements. Among all configurations, BERT→DistilBERT achieved the highest performance, reaching 89% accuracy. Unexpectedly, the general-purpose BERT teacher outperformed the domain-specific PubMedBERT across multiple student models, suggesting that broader linguistic representations can transfer more effectively across diverse biomedical subdomains. Lower performance in certain KD settings, such as DistilBioBERT and DistilRoBERTa, was attributed to architectural mismatches and limited student capacity. These findings demonstrate that compact models can achieve strong biomedical classification performance through KD under compatible teacher–student pairings, while also highlighting that KD effectiveness varies substantially depending on the specific model combination.

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