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Les « Modes Amiables de Résolution des Conflits » (MARC) représentent toutes les méthodes qui permettent de résoudre un différend sans recours au juge, telles que la médiation, la conciliation, la négociation, la négociation raisonnée, la transaction, la procédure participative, l’avis technique ou juridique amiable, procès simulé, etc. Aujourd’hui, dans la pratique des affaires, tant en France qu’à l’international, les MARC ont le vent en poupe. Issu d’un colloque, cet ouvrage s’adresse aux professionnels du droit, aux chercheurs, aux juristes d’entreprise et aux PME qui sont souvent tentés par le recours aux MARC et souhaitent connaître avec précision le régime et l’effet des accords amiables. L’objectif est d’explorer toutes les questions qui se posent lorsque les parties à un différend économique l'ont résolu au moyen d'un accord amiable, au moment où elles doivent concrètement mettre en œuvre cet accord. En particulier, comment rédiger l'accord et comment garantir son exécution ?

The purpose of this brochure is to illustrate the nature, value, and impact of the Foreign Curriculum Consultant Program of the United States Office of Education. This program, in existence since 1964, involves curriculum consultants from other countries who are specialists in the language and culture of their homelands. Twelve articles by a representative group of consultants illustrate activities of participating members during a typical academic year. Appendixes provide statistical data concerning program financing (1964-1970) and information about sponsoring institutions. (RL)

Importance: Overlapping surgery, in which more than 1 procedure performed by the same primary surgeon is scheduled so the start time of one procedure overlaps with the end time of another, is of concern because of potential adverse outcomes. Objective: To determine the association between overlapping surgery and mortality, complications, and length of surgery. Design, Setting, and Participants: Retrospective cohort study of 66430 operations in patients aged 18 to 90 years undergoing total knee or hip arthroplasty; spine surgery; coronary artery bypass graft (CABG) surgery; and craniotomy at 8 centers between January 1, 2010, and May 31, 2018. Patients were followed up until discharge. Exposures: Overlapping surgery (≥2 operations performed by the same surgeon in which ≥1 hour of 1 case, or the entire case for those

The COVID-19 pandemic spurred an abrupt transition away from in-person educational activities. This systematic review investigated the pivot to online learning for nonclinical undergraduate medical education (UGME) activities and explored descriptions of educational offerings deployed, their impact, and lessons learned. The authors systematically searched four online databases and conducted a manual electronic search of MedEdPublish up to December 21, 2020. Two authors independently screened titles, abstracts and full texts, performed data extraction and assessed risk of bias. A third author resolved discrepancies. Findings were reported in accordance with the STORIES (STructured apprOach to the Reporting in healthcare education of Evidence Synthesis) statement and BEME guidance. Fifty-six articles were included. The majority (n = 41) described the rapid transition of existing offerings to online formats, whereas fewer (n = 15) described novel activities. The majority (n = 27) included a combination of synchronous and asynchronous components. Didactics (n = 40) and small groups (n = 26) were the most common instructional methods. Teachers largely integrated technology to replace and amplify rather than transform learning, though learner engagement was often interactive. Thematic analysis revealed unique challenges of online learning, as well as exemplary practices. The quality of study designs and reporting was modest, with underpinning theory at highest risk of bias. Virtually all studies (n = 54) assessed reaction/satisfaction, fewer than half (n = 23) assessed changes in attitudes, knowledge or skills, and none assessed behavioral, organizational or patient outcomes. UGME educators successfully transitioned face-to-face instructional methods online and implemented novel solutions during the COVID-19 pandemic. Although technology���s potential to transform teaching is not yet fully realized, the use of synchronous and asynchronous formats encouraged virtual engagement, while offering flexible, self-directed learning. As we transition from emergency remote learning to a post-pandemic world, educators must underpin new developments with theory, report additional outcomes and provide details that support replication.