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Objective. To describe curricular mapping strategies used in analyzing and interpreting curricular mapping data and present findings on how these strategies were used to facilitate curricular development. Design. Nova Southeastern University's doctor of pharmacy curriculum was mapped to the college's educational outcomes. The mapping process included development of educational outcomes followed by analysis of course material and semi-structured interviews with course faculty members. Data collected per course outcome included learning opportunities and assessment measures used. Assessment. Nearly 1,000 variables and 10,000 discrete rows of curricular data were collected. Graphic representations of curricular data were created using bar charts and stacked area graphs relating the learning opportunities to the educational outcomes. Graphs were used in the curricular evaluation and development processes to facilitate the identification of curricular holes, sequencing misalignments, learning opportunities, and assessment measures. Conclusion. Mapping strategies that use graphic representations of curricular data serve as effective diagnostic and curricular development tools.

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Instruments demonstrating reliability in one country are not immediately replicable in other countries, even if the same language is spoken. Caution needs to be taken when interpreting the findings from studies using instruments designed in cultural contexts dissimilar from those in which the have been developed originally.