Cross-Cultural Adaptation and Validation of the Dundee Polyprofessionalism Inventory I: Academic Integrity among...

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.

The online version contains supplementary material available at 10.1007/s40670-026-02710-x.