How to keep surgical case notes
Keep one note per operation, with the same ten sections every time. Fill in what you know the night before, and add what you learned after the case.
A resident who builds Capnolog ·
Most residents teach themselves how to prepare for a case. In one survey of 130 surgical trainees, 96% had taught themselves (Mundschenk 2018). In another survey of 201 residents, only 31% had any formal training in preparing for a case (Lari 2025).
Time is the main limit on preparation (Jabbour 2017; Goldwag 2020; Lari 2025). A fixed structure saves the night before for filling in sections, not for deciding what to write.
What prepared means
Residents in one qualitative study described being prepared as four things: the technical steps, knowledge of the procedure, the patient's specifics, and the surgeon's preferences (Cadieux 2021). The ten sections below cover all four.
The ten sections
Start a new note for each operation, and keep the headings in the same order every time. Each section below says what to write, then what the research shows.
1. General info
Describe the operation in a line or two, with any other names you hear for the operation.
2. Indications
List when the operation is chosen, when the operation is avoided, what else is offered, and what to review beforehand.
Residents who talked the case over with the attending before the day of surgery had twice the odds of rating their role as more active (Bailey 2018). The survey shows a link, not a cause.
3. Relevant anatomy
Note the landmarks you use and the structures to protect at each stage.
Watching a procedure video beforehand improved residents' performance in the real operating room, in a randomized trial of laparoscopic right colectomy (Crawshaw 2016). Rehearsing one patient's own anatomy helped with anatomical variants in a small trial (Yiasemidou 2018). Neurosurgeons most often recommend Rhoton's cranial anatomy text, and the Neurosurgical Atlas was their second most-used online resource (Hoz 2021).
4. Equipment and set-up
Record the position, room layout, equipment, implants, and imaging to have ready.
Residents feel least prepared on choosing instruments and sutures (Pugh 2010). In one otolaryngology pilot, residents lagged on recognizing specific instruments and asked to be taught set-up (Yam 2023). Preference cards are often out of date, and 46% of surgeons in one survey rarely or never updated theirs (Palmisano 2024).
5. Steps
List the steps in order and the decision at each one.
Breaking a procedure into steps, decision points, and common errors improved novices' performance, mostly in simulation (Edwards 2021). In one simulated hip replacement trial, trainees taught this way were 35% faster and made 69% fewer instrument-selection errors (Logishetty 2020). Mental rehearsal helps as an add-on for trainees with some experience, though pooled results are mixed (Rao 2015; Lin 2020; Arora 2011).
6. Complications
List each complication, how you would notice one, what to do first, and who to call.
Experts rehearse troubleshooting and team communication, while novices focus on history and anatomy (Ghaderi 2021).
7. Attending preferences
Add what each attending does differently here, one attending at a time.
Surgeons' preferences vary. Residents learn to separate principle from preference, and the variation itself teaches (Apramian 2015; Apramian 2016).
8. Pearls
Keep short lessons worth rereading the night before, one per line.
Testing yourself beats rereading for long-term retention (Green 2018). In one trial, scores at six months were 39% after repeated testing and 26% after repeated study (Larsen 2009). Spaced study helps too, though the best interval is unknown, and one large trial saw no gain on the in-service exam (Cecilio-Fernandes 2018; Kerfoot 2007).
9. Operative note templates
Keep a dictation outline, with *** wherever a case detail goes.
Structured operative reports are more complete and quicker to write. Narrative reports keep more procedure-specific detail, so a hybrid makes sense (Stogryn 2019; Eryigit 2019). Dictation is rarely taught, and a short session or a checklist card raised note quality in small studies (Dumitra 2015; Eichholz 2004; Hyde 2018). A template helped junior residents' operative notes and their comfort, though not overall quality, in a small trial (Gillman 2010).
10. Reflections, research, and improvements
After a case, write what you expected, what happened, and what to change next time.
Debriefing after a task improves performance by about a quarter on average, mostly in studies of teams outside surgery (Tannenbaum 2013). Coaching with video review and debriefing improves trainees' skill (Bonrath 2015; Augestad 2020). Evidence for reflection on its own is largely theoretical, so take this section to a debrief with your attending (Mann 2009).
What the evidence does not show
- No study has tested a personal case notebook. Whether case notes improve performance or patient outcomes is unknown.
- No randomized trial has tested a case-preparation checklist or curriculum. A four-item briefing checklist showed no change in teaching scores (Zhou 2021).
- No neurosurgery trial has tested mental rehearsal or step-by-step task analysis. No surgical study has tested a pre-mortem.
- Residents who spend more time preparing feel better prepared, but the link is a correlation, not proof that the time causes the gain (Lari 2025; Bailey 2018).
- No note format, handwritten or typed, has been shown to improve clinical learning.
- Much of the strongest evidence comes from simulation, from novices, or from other fields. Those results may not carry over to the operating room.
Get the template
The ten sections, ready to copy: a Markdown file for a notes app and a PDF to print. Enter your email address, and both arrive by email.
Bring the notes you already keep
Notes in Apple Notes export as Markdown, and Capnolog opens the Markdown file. Importing your notes is free.
Credit
Residents worked out much of this structure in public, in the Student Doctor Network thread Procedure notebook during residency from April 2013. Credit goes to these posters, by their SDN usernames.
- st0w started the thread on 10 April 2013 with a per-procedure template that a resident at their program had shared.
- Smurfette added each attending's quirks and the OR set-up: instruments, arm position, and where the suction and the Bovie sit.
- Buzz Me added each attending's preferences for the major cases, down to positioning, suture and needle type, and post-op orders.
- survivordo suggested a shared document the whole program can add to.
- dpmd pointed out that OR preference cards exist but are not always kept correct.
Sources
- Mundschenk et al., J Surg Educ, 2018 (PMID 28733171)
- Lari et al., Clin Teach, 2025 (PMID 39995291)
- Jabbour et al., Ann Otol Rhinol Laryngol, 2017 (PMID 28176544)
- Goldwag et al., Am J Surg, 2020 (PMID 31882064)
- Cadieux et al., Med Educ, 2021 (PMID 33423328)
- Bailey et al., J Surg Educ, 2018 (PMID 28986275)
- Crawshaw et al., Dis Colon Rectum, 2016 (PMID 26651109)
- Yiasemidou et al., Surg Endosc, 2018 (PMID 28840324)
- Hoz et al., Surg Neurol Int, 2021 (PMID 33500826)
- Pugh et al., Am J Surg, 2010 (PMID 20359575)
- Yam et al., Am J Otolaryngol, 2023 (PMID 37229908)
- Palmisano et al., World J Surg, 2024 (PMID 39107916)
- Edwards et al., BJS Open, 2021 (PMID 34904648)
- Logishetty et al., J Bone Joint Surg Am, 2020 (PMID 31567674)
- Rao et al., Am J Surg, 2015 (PMID 26092443)
- Lin et al., J Surg Educ, 2020 (PMID 32773335)
- Arora et al., Ann Surg, 2011 (PMID 21245669)
- Ghaderi et al., J Surg Educ, 2021 (PMID 32958418)
- Apramian et al., Acad Med, 2015 (PMID 26505105)
- Apramian et al., J Surg Educ, 2016 (PMID 26705062)
- Green et al., Med Teach, 2018 (PMID 29390949)
- Larsen et al., Med Educ, 2009 (PMID 19930508)
- Cecilio-Fernandes et al., J Surg Educ, 2018 (PMID 28843958)
- Kerfoot et al., J Urol, 2007 (PMID 17382760)
- Stogryn et al., Am J Surg, 2019 (PMID 31130211)
- Eryigit et al., World J Surg, 2019 (PMID 31049605)
- Dumitra et al., J Surg Educ, 2015 (PMID 25456406)
- Eichholz et al., Obstet Gynecol, 2004 (PMID 14754706)
- Hyde et al., Am Surg, 2018 (PMID 29981636)
- Gillman et al., Am J Surg, 2010 (PMID 20609727)
- Tannenbaum and Cerasoli, Hum Factors, 2013 (PMID 23516804)
- Bonrath et al., Ann Surg, 2015 (PMID 25822691)
- Augestad et al., Surg Endosc, 2020 (PMID 31748927)
- Mann et al., Adv Health Sci Educ Theory Pract, 2009 (PMID 18034364)
- Zhou et al., J Surg Educ, 2021 (PMID 33257299)
- Student Doctor Network, Procedure notebook during residency, April 2013