PharmaXR strategies are informed by clinical experience, peer-reviewed research, and measurable educational outcomes—not trends alone.
Published scholarship spanning artificial intelligence, digital health, immersive learning, pharmacy education, and educational innovation.
Evidence-based curriculum modernization designed to translate emerging technologies into meaningful learning and competency development.
Experience designing, implementing, and evaluating pharmacy education initiatives with international reach and cross-institutional collaboration.
Solutions designed for sustainable adoption — moving innovation beyond pilot projects and into real educational environments.
A focus on competency, learner readiness, faculty adoption, educational outcomes, and institutional impact.
Evidence that moves innovation from concept to implementation.
A growing body of scholarship, presentations, educational initiatives, and international collaborations informs the PharmaXR approach.
Peer-reviewed scholarship and submitted research
Research disseminated at national and international meetings
AI, XR, digital health, pharmacy practice, and education
Educational initiatives and collaborations across international pharmacy communities
Selected scholarship informing PharmaXR's approach to digital transformation, experiential learning, educational innovation, and technology-enabled pharmacy education.
American Journal of Pharmaceutical Education
Mojab Y, Khudari AZ, Graham TF, Pacifici EH, Nokes L, Haworth IS, Kim R.
Pharmacy
Mojab Y, Pacifici EH, Graham TF, Kim RE, Chen SW.
New Directions for Teaching and Learning
Mojab Y, Zolfaghari A, Kim RE, Graham TF, Haworth IS.
Pharmacy Education
Kim RE, Morningstar-Kywi N, Romero RM, Chan KM, Gabrielyan L, Mojab Y, Parikh SS, Nokes L, Graham TF, Haworth IS.
Biochemistry
Hoffmann KM, Goncuian E, Karimi K, Amendola C, Mojab Y, Wood K, Prussia G, Nix J, Yamamoto M, Lathan K, Orion I.
Ongoing and in-development scholarship. This work has not yet been peer-reviewed or published, and is presented separately from published research.
Mojab Y, Rizzo A, Pacifici EH, Rao G, Graham TF, Chen SW.
Research evaluating the reliability, safety, and clinical appropriateness of generative AI for medication counseling, with implications for patient education, clinical decision support, and pharmacy training.
Research evaluating immersive XR and AI-supported simulation for clinical training, patient counseling, decision-making, and emergency response.
An AI-driven concept designed to support medication education, adherence, self-management, and evidence-based patient engagement.
The goal is not technology adoption for its own sake. Research findings are translated into practical educational models, immersive simulations, faculty development, and competency-based training.
Hands-on medical-device education designed to strengthen learner confidence, counseling readiness, and familiarity with technology-enabled patient care.
Evaluation and integration of generative AI tools with an emphasis on reliability, safety, clinical reasoning, patient communication, and responsible use.
Development of immersive clinical scenarios designed to standardize exposure to complex cases and support competency-based assessment.
2026 · FIP World Congress — Montreal
2026 · FIP World Congress — Montreal
2026 · CSHP
2025 · FIP World Congress — Copenhagen
2025 · Stanford T.H.I.N.K. AI in Healthcare Conference
2025 · CSHP
30+ scientific poster presentations and 30+ invited talks and lectures across pharmacy education, artificial intelligence, digital health, immersive simulation, pharmaceutical sciences, and clinical practice.
Established Program — USC International Summer Program. Role: Program Coordinator.
83rd International Pharmaceutical Federation World Congress, Copenhagen, Denmark.
Established an integrated digital health, AI, and XR training environment for pharmacy education with institutional support.
California Society of Health-System Pharmacists.
Review focus: digital health, artificial intelligence, and medical education.
Emerging technology should earn its place in the curriculum. Every recommendation is evaluated against four practical standards.
Is there published research, defensible educational evidence, or a clear rationale demonstrating value for learning, competency, or patient care?
Can faculty implement and sustain it without creating unnecessary complexity or dependence on individual champions?
Does the intervention produce observable, measurable, and reportable evidence of learner competency?
Can the institution support the technology through appropriate governance, resources, faculty ownership, and long-term implementation?
Translate emerging technologies into sustainable, measurable educational strategies tailored to your curriculum, faculty, and students.
