Abstract
This study is part of Phase 2 of a project on the development of approaches for analyzing and synthesizing knowledge from research on vulnerability, supported by the Health Systems Research Institute (HSRI). The objectives were to: (1) develop a capacity-building curriculum for researchers and practitioners working with vulnerable populations, building upon two curriculum sets developed in Phase 1; (2) design behavioral assessment tools based on the principles of Authentic Assessment; and (3) monitor capacity development outcomes for continuous process improvement.
Methods: A qualitative research methodology was employed, integrating developmental research and participatory action research (PAR). The conceptual frameworks incorporated were the SECI Model (Nonaka & Takeuchi, 1995) and Authentic Assessment. The sample consisted of 146 participants from two training cohorts across 8 provinces nationwide: Ubon Ratchathani (n=18), Bangkok (n=17), Nan (n=20), Songkhla (n=20), Pattani (n=19), Phitsanulok (n=17), Maha Sarakham (n=20), and Nakhon Pathom (n=17). Data were collected through: (1) pre- and post-training self-assessment questionnaires using a 5-point scale, analyzed with descriptive statistics including mean (x̅), standard deviation (S.D.), and score difference (Δ); (2) follow-up interviews at 2 months post-training, examining Program Learning Outcomes (PLOs) and Course Learning Outcomes (CLOs); and (3) follow-up observation at 4 months, tracking the application and dissemination of knowledge to target groups, including vulnerable populations, through participatory observation and focus group discussions.
Results: Two curricula were developed: Curriculum 1 — Mindset & Attitude, and Curriculum 2 — Designing Vulnerability Research. Self-assessment results for Curriculum 1 showed a total weighted Δ of +1.57 (rated "High"), with the topics of bias and sensitivity demonstrating "Very High" improvement across all provinces (Δ = +1.86 to +2.20). Curriculum 2 yielded a total weighted Δ of +1.40 (rated "High"). Following curriculum revision, the second cohort demonstrated overall higher development than the first cohort across all dimensions; notably, Curriculum 2 achieved a weighted Δ = +2.03 compared to Δ = +1.40 for the first cohort, reflecting continuous curriculum improvement. The 2-month follow-up confirmed achievement of both PLOs and CLOs. The 4-month follow-up revealed changes across five dimensions: (1) Deepened Understanding — participants demonstrated a more nuanced and multi-dimensional
comprehension of vulnerable groups; (2) Attitudes and Ethics — ethics were integrated into every stage of research as an ongoing communicative process that builds trust and accounts for power dynamics between researchers and participants; (3) Paradigm Shift — vulnerability was reconceptualized as a product of unjust social structures; (4) Transformative Research — research was viewed as a tool for systemic change, recognizing the inherent strengths and capacities within vulnerable groups and driving research-driven policy change; and (5) Research as Researcher Self-Development — the research process was embraced as a pathway for personal learning and professional growth.
Conclusions and Recommendations: A researcher capacity-building approach that integrates the SECI Model, Adult Learning principles, and Authentic Assessment can significantly enhance competency, particularly in the dimensions of mindset and attitude. These findings support the establishment of national competency standards for researchers working with vulnerable populations and the scaling of this approach to research institutions at the national level.
