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PEP-Easy Tip: To save PEP-Easy to the home screen

PEP-Web Tip of the Day

To start PEP-Easy without first opening your browser–just as you would start a mobile app, you can save a shortcut to your home screen.

First, in Chrome or Safari, depending on your platform, open PEP-Easy from You want to be on the default start screen, so you have a clean workspace.

Then, depending on your mobile device…follow the instructions below:


  1. Tap on the share icon Action navigation bar and tab bar icon
  2. In the bottom list, tap on ‘Add to home screen’
  3. In the “Add to Home” confirmation “bubble”, tap “Add”

On Android:

  1. Tap on the Chrome menu (Vertical Ellipses)
  2. Select “Add to Home Screen” from the menu


For the complete list of tips, see PEP-Web Tips on the PEP-Web support page.

Loboprabhu, S. Lomax, J. (2010). The Role of Spirituality in Medical School and Psychiatry Residency Education. Int. J. Appl. Psychoanal. Stud., 7(2):180-192.

(2010). International Journal of Applied Psychoanalytic Studies, 7(2):180-192

The Role of Spirituality in Medical School and Psychiatry Residency Education

Sheila Loboprabhu, M.D. and James Lomax, M.D.

The Association of American Medical Colleges recommends addressing and teaching spirituality in the medical curriculum. Stimulated by the competitive awards program of the Templeton Foundation, medical schools and psychiatry residency programs have sought to devise curricula to teach how to take a spiritual history and how to provide spiritually sensitive care. Some of this teaching occurs in a formal learning environment by means of lectures, seminars, and on teaching rounds. However, this form of teaching predominantly affects knowledge about spiritually sensitive care. In order to promote receptive attitudes and to develop clinical skills in learners for incorporating religion and spirituality into patient care, attention needs to be directed on how to influence individualized learning and the “hidden curriculum.” This can be done by experiential learning such as role play, empathy training, observation of role models and participation in chaplaincy rounds. Special clinical environments such as cancer care, geriatric psychiatry, geriatric care clinics or units, palliative care, pediatrics, and substance abuse clinics provide rich environments to learn about spiritual issues in patient care. Use of appropriate tools to measure outcomes can provide an evidence base for determining efficacious teaching about spirituality and religion in patient care.

[This is a summary excerpt from the full text of the journal article. The full text of the document is available to journal subscribers on the publisher's website here.]

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