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Background Postoperative pancreatic fistula (POPF) is a major factor for morbidity and mortality after pancreatic resection. Risk stratification for POPF is important for adjustment of treatment, selection of target groups in trials and quality assessment in pancreatic surgery. In this study, we built a risk-prediction model for POPF based on a large number of predictor variables from the German pancreatic surgery registry StuDoQ|Pancreas. Methods StuDoQ|Pancreas was searched for patients, who underwent pancreatoduodenectomy from 2014 to 2016. A multivariable logistic regression model with elastic net regularization was built including 66 preoperative und intraoperative parameters. Cross-validation was used to select the optimal model. The model was assessed via area under the ROC curve (AUC) and calibration slope and intercept. Results A total of N = 2488 patients were included. In the optimal model the predictors selected were texture of the pancreatic parenchyma (soft versus hard), body mass index, histological diagnosis pancreatic ductal adenocarcinoma and operation time. The AUC was 0.70 (95% CI 0.69–0.70), the calibration slope 1.67 and intercept 1.12. In the validation set the AUC was 0.65 (95% CI 0.64–0.66), calibration slope and intercept were 1.22 and 0.42, respectively. Conclusion The model we present is a valid measurement instrument for POPF risk based on four predictor variables. It can be applied in clinical practice as well as for risk-adjustment in research studies and quality assurance in surgery.

THE PROVINCE of Ontario in Canada has experienced a recent phenomenon in the training of teachers for its schools. High levels of unemployment, low rates of retirement among teachers in the province, and the general tightening of education budgets has resulted in a government policy decision that has greatly reduced the number of funded places for teacher training in the province's universities. As a result, many students who wish to become teachers and cannot gain entry into teacher training programs seek to acquire professional accreditation abroad. The majority travel to the United States or the United Kingdom, which, for a number of years, have had established appropriate programs compatible with the Ministry of Education requirements in Ontario. Recently, however, another option, one that combines travel to what is perceived as a fairly exotic destination with study, has become available. The University of Western Sydney, Nepean, Australia, offers such an opportunity through a program of study that, although designed to train teachers n Australia, also meets the requirements of the Ministry of Education in Ontario. In a real sense this program may be viewed as a portable credential in teacher education. This article reports on the underlying reasons for Nepean's involvement with an increasing number of Canadian students, the experiences of the first cohort of twenty-two students to undertake this program, the benefits and challenges that the experience has brought them as the first students in the program, and the advantages that accrued to the university as a consequence of having a group of Canadian students as part of its student body.