The objective of this project was to develop a way of producing instructional materials such that once an acceptable design had been achieved, hypermedia documents could be easily generated with no additional programming or design effort. The project was undertaken to support a case-based instructional curriculum in medical education. Southern Illinois University offers a Problem-Based Learning (PBL) curriculum as an alternative to the traditional first 2 years of medical school; students within the PBL curriculum work in small teams addressing a series of clinical cases. Over the 2-year course of the curriculum, students encounter about 100 clinical teaching cases. In the computer-based implementation of a teaching case, called an MMT, the case is presented as a hypermedia document. MMTs are divided into sections related to a clinical encounter. As a presentation interface, the design of the MMT has three main features: navigating among sections of the case, selecting individual data items within a section, and displaying available resources for a data item. The means by which students select individual items within a section of the MMT is designed to support an authentic process of inquiry. MMTs are implemented as a set of HyperCard stacks--each section of the case is implemented as an individual stack; within each stack, data items are presented on separate cards. After the hypermedia document had been developed and evaluated, it can be used as a prototype to create additional documents; the format remains the same for each subsequent document but the contents change without affecting usability. Automatic generation of multimedia documents is also useful for usability evaluation. Three figures illustrate components of an MMT. (AEF)