Neurosurgical emergencies
Case-based teaching centred on the assessment and discussion of cranial and spinal emergencies.
For students. For clinical understanding.
Understanding
neurosurgery.
One case at a time.
An educational space connecting the foundations of neuroscience with the questions we encounter in clinical practice.
Dr Farrukh Raza · Consultant Neurosurgeon
King Abdullah Bin Abdulaziz University Hospital, Riyadh
ANATOMY / 01
STRUCTURE → FUNCTION → CLINICAL REASONING
A clinical approach to learning.Build anatomical understanding. Describe the findings. Explain your reasoning.
The learning room
Start with the fundamentals.
Short study guides and discussion prompts for medical students and neurosurgical trainees.
Think aloud
What would
you ask next?
Use these fictional cases to practise presenting a problem, identifying missing information, and planning a focused discussion.
Designed for facilitated teaching. No patient information is included.
CASE 01 · HEAD INJURYA young adult following a road traffic collision
A 22-year-old arrives after a road traffic collision. He is confused and has a scalp wound. The mechanism and initial observations are still being clarified.
- How would you structure the initial trauma assessment?
- What additional information do you need to document the Glasgow Coma Scale?
- What would you look for on a non-contrast CT of the head?
- How would you describe a change in his neurological examination to your senior?
CASE 02 · SPINEBack pain with new difficulty walking
A 58-year-old describes progressive back pain and a recent change in gait. The history and neurological examination are incomplete.
- Which questions help distinguish weakness, sensory disturbance, pain, and imbalance?
- What bladder, bowel, and saddle sensory symptoms would you ask about?
- How would you localise the abnormality from the examination?
- What clinical information should accompany an imaging request?
CASE 03 · PAEDIATRIC NEUROSURGERYAn infant referred with an increasing head circumference
An infant is referred after serial measurements show an increasing head circumference. The parents are concerned about feeding and behaviour.
- How would you interpret the measurements in the context of growth charts?
- Which features of the antenatal, birth, and developmental history matter?
- What would you assess on examination?
- How would you explain the purpose of further assessment to the parents?
CASE 04 · ACUTE NEUROLOGICAL CHANGEA patient becomes drowsy after a head injury
A 35-year-old admitted for observation after a fall is less responsive than at the previous assessment. The nurse asks you to review the patient.
- What has changed from the recorded baseline, and over what interval?
- What would you reassess immediately, and whom would you call?
- Which medications, observations, and investigation results should be included in the handover?
Reveal teaching notes
Describe the change precisely; reassess systematically; request urgent senior review. Discuss potential explanations without assuming one diagnosis.
CASE 05 · SPINAL CORDProgressive hand symptoms and altered sensation
A 29-year-old reports hand clumsiness and difficulty noticing hot water. The clinical examination and MRI are presented during the teaching session.
- Which sensory modalities would you test and compare?
- How would you describe the distribution of motor and sensory findings?
- If MRI shows a cord cavity, what associated abnormalities would you discuss?
Reveal teaching notes
Relate symptoms to cord anatomy. Discuss a syrinx and its possible associations without treating an imaging label as a complete clinical diagnosis.
CASE 06 · POSTOPERATIVE REVIEWNew weakness after a spinal operation
A patient has a new lower-limb weakness after spinal surgery compared with the documented preoperative examination.
- Which baseline findings and operative details do you need?
- How would you record the new deficit and its onset?
- What should your urgent handover contain?
Reveal teaching notes
New neurological change needs prompt escalation to the treating surgical team. Record the examination and timing while arranging review; do not wait for a complete academic differential.
CLINICAL PRACTICE / EDUCATIONFR.RIYADH, SAUDI ARABIA
About the educator
Dr Farrukh Raza
Consultant Neurosurgeon
King Abdullah Bin Abdulaziz University Hospital
Riyadh, Saudi Arabia
This personal educational website brings together neurosurgical teaching topics and case-based discussion for medical students and trainees. The emphasis is on understanding anatomy, developing a systematic clinical approach, and communicating findings clearly.
MD · MS (NEUROSURGERY) · IFAANS (USA) · FACS (USA)
Writing & educational interests
From clinical practice to the page.
Aesthetic Medicine:
A Practical Introduction
An additional area of educational writing by Dr Farrukh Raza. Publication details and verified access links will be added when available.
Reference desk
Read further. Check the source.
Selected external resources for continuing study. Clinical pathways should be interpreted with your supervising team and local policy.
01 / EXTERNAL REFERENCE
NICE NG232 — Head injury: assessment and early management
Open resource ↗02 / EXTERNAL REFERENCENICE NG234 — Spinal metastases and metastatic spinal cord compression
Open resource ↗03 / EXTERNAL REFERENCENINDS — Syringomyelia
Open resource ↗Material added 25 October 2026. Study guides are introductory teaching summaries; linked organisations do not endorse this website.
A space for thoughtful learning
Observe carefully. Reason clearly.
Educational material supports supervised learning and does not replace clinical assessment, local protocols, or specialist advice. This is Dr Farrukh Raza’s personal website and does not represent an official hospital website.