Introduction:

The tutorial groups contribute to active learning, in Problem-Based Learning, stimulating the student to develop critical-reflective reasoning and autonomy, directing him to the construction of skills necessary for the future profession. For such a theoretical construction to be effective, the problems that guide the tutorial groups must be properly evaluated in order to guarantee their quality. Thus, the present study aims to adapt the Questionnaire to evaluation the quality of PBL problems for Brazilian Portuguese.

Method:

Methodological study of cross-cultural adaptation. The steps were followed: conceptual equivalence of items, translation, synthesis of translations, back-translation, resynthesis, evaluation by the expert review and pre-test committee. The committee was composed of a sample of 7 specialists and the pre-test by 111 undergraduate students in Nursing. The data were analyzed using the SPSS® software, verifying measures of dispersion and central tendency. Reliability was verified using Cronbach's alpha.

Results:

Translations, synthesis, back-translations and resynthesis were carried out in order to culturally adapt the instrument and preserve the content of the original version. The committee of judges proposed substitutions for synonyms of more common words in higher education, as well as adjustments to favor verbal agreement and coherence. In the pre-test, the questions were analyzed when they were clear, all had a mean higher than 3. Cronbrach's alpha ranged from 0.73 to 0.89.

Conclusion:

The process of cross-cultural adaptation followed all stages systematically based on the literature. Therefore, the Questionnaire to evaluation the quality of PBL problems is adapted for use in Brazil.

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