About

Michael Gonyeau is an Interim Dean of the School of Pharmacy and Pharmaceutical Sciences and serves as an Interim Associate Dean at the Bouvé College of Health Sciences. He holds a PharmD and an MEd, and is recognized as a Fellow of the National Academy of Practice (FNAP), a Fellow of the American College of Chest Physicians (FCCP), and a Board Certified Pharmacist (BCPS). His role involves leadership within the pharmacy and health sciences fields, contributing to academic and clinical excellence. His background includes clinical pharmacy practice and academic responsibilities, with a focus on advancing pharmacy education and health sciences.

Research topics

• Computer Science
• Medical education
• Medicine
• Political Science
• Sociology
• Nursing
• Geography
• Pedagogy
• Engineering
• Family medicine
• Electronic engineering
• Public relations
• Business
• Archaeology
• Data science
• Psychology

Selected publications

• Do as I Teach, Not as I Do: Confronting our Academic Double Standards

  American Journal of Pharmaceutical Education · 2026-04-08

  articleOpen access1st authorCorresponding

  Pharmacy education places substantial emphasis on developing student professionalism, as mandated by the Accreditation Council for Pharmacy Education Standard 2. However, a critical examination reveals significant disconnects between the professional standards we demand of students and the behaviors we sometimes model as faculty. This commentary explores key areas of hypocrisy: the avoidance of professional judgment while expecting students to develop clinical decision-making skills, and the emphasis on accountability and integrity while avoiding self-reflection. Drawing from recent critiques of higher education and professional development literature, this analysis calls for greater faculty self-awareness and reform to align our practices with our pedagogical goals. The commentary examines specific areas, including assessment paradoxes, daily hypocrisies in time management and communication, technology use policies, and professional preparation standards. The impact on professional identity formation is discussed, along with recommendations for addressing these contradictions through institutional and individual faculty commitment to change. For the sake of our profession and the patients we serve, pharmacy education must commit to authentic professional practice that aligns with the standards we teach.

  PublisherDOI

• Are Pharmacy Programs Obligated to Train Students to Use AI for Clinical Practice?

  American Journal of Pharmaceutical Education · 2026-02-20

  articleOpen access

  The question of whether schools and colleges of pharmacy have an obligation to train their students in the use of artificial intelligence (AI) tools for clinical practice has gained increasing attention in recent years, particularly as AI platforms and access continue to evolve. To evaluate this responsibility, it is important to consider both the potential benefits of AI in advancing clinical practice and the risks associated with its integration into pharmacy education. This article represents the collaborative efforts of 2 Academic Leadership Fellows Program groups who explored each viewpoint during a structured debate at the American Association of Colleges of Pharmacy Interim Meeting in Phoenix, AZ, in February 2024.

  PublisherDOI

• Comparing Holistic and Mixed-Approach Rubrics for Academic Poster Quality

  American Journal of Pharmaceutical Education · 2025-02-28 · 2 citations

  articleOpen accessSenior author

  OBJECTIVE: Poster quality at academic conferences has varied. Furthermore, the few poster-quality rubrics in the literature have limited psychometric evidence. Thus, we compared holistic vs mixed-approach scoring using a recently created poster rubric, scored by multiple raters, to evaluate validation evidence and time-to-score utility. METHODS: Sixty research posters were randomly selected from an academic conference's online poster repository. Using a previously created rubric (and without rubric training), 4 pharmacy education faculty members with varying levels of poster-related experience scored each poster. Initially, each rater holistically scored the posters, providing a single overall score for each. Approximately 1 month later, the raters scored the posters again using a mixed approach, assigning 4 sub-scores and a new overall score. We used the Generalizability Theory to assess the effect of rater experience and the Rasch Measurement Model to examine rating scale effectiveness and construct validation. Time-to-score for each poster was also compared. RESULTS: Generalizability Theory showed greater reliability with more experienced raters or when using the mixed approach. Rasch analysis indicated that rating scales functioned better with the mixed approach, and Wright maps of the construct provided useful measurement validation evidence. Raters reported scoring more quickly (30-60 s per poster) with holistic scoring, though differences in rater experience affected reliability. Meanwhile, mixed-approach scoring was slightly slower (60-90 s per poster), but the impact of the rater experience was reduced. CONCLUSION: Scoring was slightly faster with the holistic approach than with the mixed-approach rubric; however, differences in rater experience were lessened using the mixed-approach. The mixed approach was preferable because it allowed for quick scoring while reducing the need for prior training. This rubric could be used by students and new faculty when creating posters or by poster-competition judges. Furthermore, mixed-approach rubrics may be applied beyond posters, including oral presentations or objective structured clinical examination stations.

  PublisherOA PDFDOI

• Comparing Analytic and Mixed-Approach Rubrics for Academic Poster Quality

  American Journal of Pharmaceutical Education · 2025-02-13 · 5 citations

  articleOpen accessSenior author

  OBJECTIVE: Although there has been great interest in rubrics in recent decades, there are different types (with different advantages and disadvantages). Here, we examined and compared the use of analytic rubrics (AR) and mixed-approach rubric (MAR) types to assess the quality of research posters at an academic conference. METHODS: A previous systematic review identified 12 rubrics. We compared 2 notable ARs (AR1 and AR2) with a newer MAR. Sixty randomly selected research posters were downloaded from an academic conference poster repository. Two experienced academicians independently scored all posters using the AR1, AR2, and MAR. The time to score was also noted. For inter-rater reliability of scores from each rubric, traditional intraclass correlations and modern/advanced Rasch measurement were examined and compared between AR1, AR2, and MAR. RESULTS: The scores for poster quality varied using all rubrics. For traditional indexes of inter-rater reliability, all rubrics had equal or similar intraclass correlations using agreement, whereas AR1 and AR2 were slightly higher using consistency. The modern Rasch measurement showed that the single-item MAR reliably separated posters into 2 distinct groups (low quality vs high quality), which is the same as the 9-item AR2 but better than the 9-item AR1. Furthermore, the MAR's single-item rating scale functioned well, whereas AR1 had 1 misfunctioning item rating scale and AR2 had 4 misfunctioning item rating scales. Notably, the MAR was quicker to score than the AR1 or AR2. CONCLUSION: This MAR measured similar or better than 2 ARs and was quicker to score. This investigation illuminated common misconceptions that ARs are more accurate and a best use of time for effective measurement.

  PublisherDOI

• Assessing Student Skill Development: A Pre- and Post-IPPE Evaluation Framework Aligned with Real-World Pharmacy Practice

  American Journal of Pharmaceutical Education · 2025-11-01

  articleOpen access
  PublisherDOI

• EmpowerED: Elevating Faculty through Mentorship in Competency-Based Education

  American Journal of Pharmaceutical Education · 2025-11-01

  articleOpen access1st authorCorresponding
  PublisherDOI

• Teaching Tomorrow’s Pharmacists in an AI World: Risk, Responsibility, and Reflection

  American Journal of Pharmaceutical Education · 2025-11-22 · 3 citations

  articleOpen access

  The rapid integration of generative artificial intelligence (genAI) into higher education has created both opportunities and tensions, particularly within pharmacy education, where precision, ethical reasoning, and professional judgment are paramount. This commentary explores the complex role of genAI in pharmacy education through a process-versus-product framework, highlighting risks of overreliance by students and underscoring the responsibility of faculty to model ethical, reflective use. We advocate for structured genAI literacy initiatives, thoughtful policy development, and assessment redesigns that reinforce critical thinking over rote correctness. Responsible genAI use should be embedded as a core professional competency, akin to the use of clinical decision-support tools. Importantly, pharmacy educators must reclaim and enhance the efficiencies gained through genAI to deepen mentorship and foster student growth, not to increase productivity demands. The commentary concludes with a call for pharmacy education to remain human-centered, ensuring that genAI serves as a tool to elevate, rather than replace, the human in education.

  PublisherDOI

• It's Like Herding Cats, But You CAN Teach Old Dogs New Tricks! Course-Planning Dashboard 2.0

  American Journal of Pharmaceutical Education · 2025-11-01

  articleOpen access1st authorCorresponding
  PublisherDOI

• Generalizing AACP Poster Quality: Rater Experience Matters

  American Journal of Pharmaceutical Education · 2024-09-01

  articleOpen accessSenior author
  PublisherDOI

• A Deeper Reflection on the Integration of the Pharmacists’ Patient Care Process

  American Journal of Pharmaceutical Education · 2024-05-31

  articleOpen accessCorresponding

  OBJECTIVE: Given the importance of developing student understanding and application of the Pharmacists' Patient Care Process (PPCP), programs may be able to use successful approaches from other institutions to enhance their curricular and experiential learning and assessment of student outcomes. The study objective was to explore successful methods of integrating the PPCP and outline areas of challenge. METHODS: This study used a qualitative study design with semistructured interviews to gain insight from participants' lived experiences. Pharmacy faculty members participating in a national survey or who were authors of articles about PPCP initiatives were recruited to provide greater detail about building successful and innovative curricula. Thematic analysis identified commonalities and differences among the interviewed participants. RESULTS: A total of 10 interviews were conducted. The following 4 overarching themes arose from the data: discussions around intentional integration of the PPCP across multiple core courses may foster innovations in teaching strategies; intentional integration alone does not equate to PPCP integration across the curriculum; intentional integration may enhance program assessment; and PPCP data from experiential coursework may not be widely used in curricular continuous quality improvement. CONCLUSION: Pharmacy programs will ideally involve the entire faculty, including experiential and basic and social/administrative science members, in weaving the PPCP throughout the curriculum. Rigorous assessment can better inform interventions related to student competency in various steps of the PPCP. Pharmacy programs should also clarify how data obtained from preceptors observing student performance in each of the PPCP steps are used to assess student mastery of this critical skill.

  PublisherOA PDFDOI

Frequent coauthors

• Margarita V. DiVall

  Northeastern University

  21 shared

• Jennifer Trujillo

  University of Montana

  14 shared

• Debra Copeland

  10 shared

• Stephanie L. Sibicky

  Northeastern University

  8 shared

• Jenny A. Van Amburgh

  8 shared

• Mark A. Douglass

  Northeastern University

  7 shared

• S. James Matthews

  7 shared

• Donna M. Qualters

  Northeastern University

  6 shared

Labs

• School of Pharmacy and Pharmaceutical Sciences - Department of Pharmacy and Health Systems SciencesPI