As a fourth-year medical student applying to neurosurgery residency, my rotation in neurosurgery has been one of the most intense and rewarding experiences of my medical education. The days are long, the cases complex, and the learning curve steep, but every day reaffirms my passion for the specialty. Here is a glimpse into a typical day on my neurosurgery rotation—a day that starts before the sun rises and is filled with learning, patient care, and anticipation.
4:30 a.m.: The start of a long day
The alarm goes off at 4:30 a.m., and I quickly get ready, knowing that every minute counts. I grab a quick breakfast and coffee, then head to the hospital in the dark, quiet hours of the early morning. On the way, I mentally review the list of patients I saw yesterday, thinking about their cases, surgeries, and any updates I need to know. I arrive at the hospital by 5:00 a.m. and immediately log in to review overnight notes, lab results, and imaging studies for our post-op and critically ill patients. Preparation is crucial in neurosurgery, and I know that I need to be ready to answer questions and provide updates during morning rounds.
5:30 a.m.: Pre-rounds: checking on patients
By 5:30 a.m., I’m on the neurosurgery floor, moving from room to room. I check on our patients, review their vital signs, assess their incision sites, and speak with the nursing staff to get any overnight updates. I take time to talk to each patient, making sure they are comfortable and understand their care plan. Neurosurgery can be daunting for patients and families, and I’ve learned that a little extra time spent explaining the next steps or simply listening can make a big difference in easing their concerns.
6:30 a.m.: Morning rounds: learning from every encounter
Morning rounds start at 6:30 a.m. sharp. The neurosurgery team—comprising the attending, residents, physician assistants, and medical students—gathers to discuss each patient in detail. As a medical student, I am expected to present the patients I have seen, summarize their history, recent events, and current status, and anticipate potential complications or next steps in care. The attending often asks probing questions to test our understanding and critical thinking, challenging us to apply our knowledge to real cases. I take notes, absorbing every bit of information and feedback, knowing that this is where I learn the most.
8:00 a.m.: The operating room: observing precision and expertise
By 8:00 a.m., we move to the operating room. Today, I am assigned to observe a craniotomy for a patient with a brain tumor. I change into scrubs, scrub in, and prepare to stand for several hours. The OR is a place of intense focus, where every movement is calculated, and every decision is critical. As the surgery begins, I try to absorb every detail—the anatomy, the surgical steps, the reasoning behind each maneuver. I’m often called upon to assist with simple tasks, like retracting tissue or holding instruments, and I pay close attention to the dynamics of the team, noting how the neurosurgeon communicates with the scrub techs, residents, and anesthesiologists.
12:00 p.m.: Lunch and learning: seizing every opportunity
Around noon, there is a brief break for lunch, which often doubles as a teaching session. The attending or a senior resident might review the morning cases, discuss surgical techniques, or provide insights into the latest research and guidelines. These informal learning sessions are invaluable, offering perspectives that I wouldn’t get from textbooks alone. I ask questions, eager to soak up as much knowledge as possible from those who have been through this journey before.
1:00 p.m.: Clinics and consults: understanding the continuum of care
After lunch, I head to the neurosurgery clinic, where I see patients with a range of conditions—new referrals, pre-operative assessments, and post-operative follow-ups. This is a different pace from the OR, but it is just as important. I observe how the attending communicates complex information to patients, balancing honesty with empathy. I assist in examining patients, review imaging, and help formulate treatment plans. I realize that being a neurosurgeon is not just about performing surgeries but also about understanding the broader context of patient care—from diagnosis and decision-making to follow-up and rehabilitation.
4:00 p.m.: Afternoon rounds: reviewing postoperative patients
By late afternoon, it’s’ time for another round of patient visits. We check on postoperative patients, assess their recovery, and adjust their care plans as needed. I’m often asked to update charts, follow up on lab results, or communicate with the patient’s family. This is another chance to learn from residents and attendings, who discuss the rationale behind each decision and teach me to think like a neurosurgeon.
6:00 p.m.: Wrapping up: reflecting on the day’s lessons
By 6:00 p.m., the day is winding down, but there is still more to do. I spend time reviewing my notes, reading up on conditions or procedures I encountered, and preparing for the next day’s cases. I realize that in neurosurgery, learning never truly ends; there is always more to study, more to understand, and more to master. As I leave the hospital, I am tired but grateful. Each day is a reminder of why I chose this path—a journey filled with challenges, but also immense rewards.
Conclusion: the privilege of learning in neurosurgery
Reflecting on a day in neurosurgery, I feel privileged to be part of this specialty. It’s a field that demands constant growth, critical thinking, and a deep commitment to patient care. Every day is different, and every day is an opportunity to learn from some of the best in medicine. As I prepare to apply to residency, I am excited to continue this journey, knowing that each step brings me closer to becoming the neurosurgeon I aspire to be.
Mustafa Farooq is a medical student.
