A Multiliteracies Approach to Transforming Written Cases Into Video Case Studies in Rehabilitation Education: A Design-Based Study

Abstract

Purpose: Case-based learning (CBL) is widely used in rehabilitation and continuing medical education to support the development of clinical reasoning and reflective practice. However, traditional written cases may inadequately capture the multimodal, relational, and contextual complexity of real-world clinical encounters. This paper describes a design-based process for transforming written case studies into video-based cases using a multiliteracies framework to enhance CBL in rehabilitation education, with relevance to continuing medical education. Methods: A design-based research approach guided the iterative development of three video case studies: a pediatric case, an adult recovery case, and a developed traumatic brain injury case. The process followed five design thinking phases: discovery, interpretation, ideation, experimentation, and evolution. Multiliteracies principles informed the integration of visual, auditory, linguistic, and relational modes of learning. All videos were co-created to ensure clinical accuracy, authenticity, and feasibility within a resource-constrained setting. An expert review was also conducted with the videos to explore the acceptability, feasibility, and appropriateness of the videos. Results: The design process resulted in three contextually grounded video case studies that supported learners' engagement with clinical reasoning, patient-centered care, and multidisciplinary perspectives. The design-based approach facilitated interdisciplinary collaboration and refinement, showing a scalable and cost-conscious model for educational innovation. Experts reported high feasibility and acceptability alongside strong perceived appropriateness of the videos. Conclusion: Transforming written cases into video-based case studies using a multiliteracies-informed, design-based approach offers a practical and transferable strategy for enhancing case-based learning in rehabilitation and continuing medical education. This approach supports reflective, empathetic, and contextually responsive clinical reasoning and provides a replicable framework for educators seeking to integrate digital media into health professions education.