The Dundee Polyprofessionalism Inventory I: Academic Integrity is a formative, non-scaling, descriptive test used to promote self-assessment, reflection and to evaluate students’ perception on academic misconduct. We report the framework and multistage methodological process of cross-cultural adaptation to Brazilian Portuguese and present validity evidence linking the instrument to educational use. Following an 11-stage adaptation and validation process, we gathered: (i) content evidence via a 13-member expert panel using Lawshe’s Content Validity Ratio (CVR); (ii) qualitative response-process evidence via cognitive debriefing with 65 students; and (iii) reliability estimates from an online administration to 582 medical students (years 1–6) from public and private schools nationwide. Internal consistency was estimated with Cronbach’s α, and McDonald’s ω. After iterative revision, all items met the critical CVR for 13 judges (≥ 0.538, p < 0.05). Cognitive debriefing improved role framing and scenario specificity. Reliability was high (α = 0.921; ω = 0.924). Students clearly understood the ten-level sanction hierarchy and considered the scenarios credible and relevant to the academic environment. The Brazilian version of Dundee Polyprofessionalism Inventory I: Academic Integrity shows strong content and response-process evidence and high reliability estimates, supporting its use. Its formative, scenario‑based design provides a culturally attuned tool for teaching and longitudinally tracking perceptions, prompting reflection and guiding educational decisions.
Haydar et al. (Thu,) studied this question.