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ABSTRACT OBJECTIVE To translate and cross-culturally adapt the COPD in Low- and middle-income countries (LMICs) Assessment (COLA) questionnaire into Brazilian Portuguese, a case-finding instrument for chronic obstructive pulmonary disease (COPD). METHODS Translation and cross-cultural adaptation were completed in six steps: the original version was translated into Brazilian Portuguese by two native speakers of the target language; the translated versions were synthesized; back-translation was performed by two native speakers of the original language; the back-translation and the Brazilian Portuguese version of the COLA were reviewed and harmonized by an expert committee of specialists; and, then, the pre-final version was tested by 30 health professionals who were asked if the items were clear to understand. The acceptability, clarity, and understandability of the translated version were evaluated. A final review of the questionnaire was produced by the authors and approved by the author of the original questionnaire. RESULTS Some idiomatic, semantic, and experiential inconsistencies were identified and properly adjusted. Item 3 was considered the most unclear item (23,3%). Items 7, 8, and 9 presented clarity above 80% (93%, 90%, and 90%, respectively). Suggestions were discussed and incorporated into the tool and COLA was found to be clear and easy to understand. CONCLUSIONS The Brazilian version of the COLA was easily understood by healthcare professionals and adapted to Brazilian culture. Translation and cultural adaptation of the COLA instrument into Brazilian Portuguese can be an important case-finding instrument for chronic obstructive pulmonary disease in Brazil.

Allied Healthcare encompasses various professions involved in diagnosing, evaluating, and preventing diseases and disorders. Allied Healthcare Institutes (AHIs) provide education and training in these professions. However, there is currently a lack of explicit guidelines for ensuring quality excellence in AHIs. This narrative review aims to address this gap by examining existing literature on quality assurance in AHIs and proposing a conceptual framework that outlines essential components for establishing a high-quality AHI. A comprehensive search of PubMed and Google Scholar electronic databases yielded 86 relevant articles, which were analyzed and grouped into Nine themes related to the study's objectives. These themes include leadership in AHIs, student selection and support, teaching quality, curriculum development, research opportunities, stakeholder involvement, quality improvement initiatives, the impact of accreditation/certification, and physical facilities. Based on the review, the study presents 33 carefully formulated recommendations. By implementing these guidelines, policymakers and those interested in establishing AHIs can create institutions that promote the acquisition of new knowledge and skills, foster research and development, and provide excellent educational resources.