A Multiliteracies Approach to Transforming Written Cases Into Video Case Studies in Rehabilitation Education: A...

Area of Science:

• Medical Education
• Health Professions Education
• Digital Learning

Background:

• Case-based learning (CBL) is crucial for clinical reasoning and reflective practice in rehabilitation and continuing medical education.
• Traditional written cases may not fully represent the complexity of real-world clinical scenarios.
• Enhancing CBL requires innovative approaches to capture multimodal, relational, and contextual elements.

Purpose of the Study:

• To describe a design-based process for converting written case studies into video-based cases.
• To utilize a multiliteracies framework to improve case-based learning in rehabilitation education.
• To provide a relevant model for continuing medical education.

Main Methods:

• A design-based research approach guided the iterative development of three video case studies.
• The process involved five design thinking phases: discovery, interpretation, ideation, experimentation, and evolution.
• Multiliteracies principles (visual, auditory, linguistic, relational) informed video creation, with co-creation ensuring authenticity and expert review assessing feasibility and acceptability.

Main Results:

• Three contextually grounded video case studies were developed, enhancing engagement with clinical reasoning, patient-centered care, and multidisciplinary perspectives.
• The design-based approach fostered interdisciplinary collaboration and refinement, presenting a scalable and cost-effective model for educational innovation.
• Experts found the videos highly feasible, acceptable, and appropriate.

Conclusions:

• Transforming written cases into video format using a multiliteracies-informed, design-based strategy is a practical and transferable method for enhancing CBL.
• This approach supports reflective, empathetic, and contextually relevant clinical reasoning.
• The study offers a replicable framework for educators integrating digital media into health professions education.