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Professor Jonathan Round

Professor of Practice - Clinical Education
Leader in Paediatrics and Paediatric Education.

Jonathan is a doctor, educator, leader and researcher.

Jonathan’s clinical work is in Paediatric Intensive Care and Paediatric Cardiology. His unit manages children with a wide range of intensive care problems, specialising in oncology, neurology and surgical causes of critical illness. His cardiology practise sees him managing a wide range of referral issues across the spectrum of ages.

He is lead for Paediatric Education at the St George’s, University of London. He is the head of the London School of Paediatrics. He has published numerous articles and an award winning book in medical education and paediatrics. He works closely with the e-Learning unit developing educationally useful technologies. His research is in medical error, virtual patients and their use in education, in paediatric oncology, and in clinical system design.

His vision is to see the best possible outcomes and experience for patients and families through improving medical education. His passion is to train the next generation of health care professionals to be better than their predecessors.

Jonathan qualified from Oxford and then King’s College in 1990. He trained as a Paediatrician in London in the 1990s before specialising in Paediatric Intensive Care and retrieveal medicine in Sydney.

After completing training he was appointed as Senior Lecturer in Paediatrics and Consultant in Paediatric Intensive Care at St George’s in 2002. He developed the innovative (at the time) paediatric course for the GEP programme, which was later adopted across the curriculum. He was appointed as lead for knowledge assessments (later YSKT) at St George's, developing and running this examination stream for five years.

He was promoted to become a Reader in Clinical Education in 2011, and took over the whole paediatric curriculum oversight. Now he also is responsible for redesign of the patient safety curriculum. In 2021 he was appointed Professor of Practice - Clinical Education.

He has developed several leadership roles for St George's NHS FT. He was the Paediatric Care Group Lead from 2008-2012, and then was promoted to Children’s Clinical Director from 2012-2015. As his interests and expertise are skewed towards education, he was appointed at Director of Medical Education for the trust in 2015. In 2019 he was appointed to be the Head of the London School of Paediatrics coordinating the training of 1500 paediatricians in the capital.

His research has been in Medical Education, Paediatric Intensive Care, Patient Safety and Professional Development.

Although without allocated research time, his academic approach has led to documentation and publication of articles concerning the clinical problems, educational approaches and innovations that are the core of his practice. He takes pride in mentoring others to develop their ideas and to publish, and this is reflected in the high number of student first authors in his collaborations.

This is a grouped list of his publications by topic:

Virtual patients

Woodham, L.A. Round, J. Stenfors, T. Bujacz, A. Karlgren, K. & Jivram, T. (2019) Virtual patients designed for training against medical error: Exploring the impact of decision-making on learner motivation. PLoS ONE 14(4): e0215597.

Training staff to create simple interactive virtual patients: the impact on a medical and healthcare institution. Round J, Conradi E, Poulton T. Med Teach. 2009 31(8):764-9.

Improving assessment with virtual patients. Round J, Conradi E, Poulton T. Med Teach. 2009 31(8):759-63.

The replacement of 'paper' cases by interactive online virtual patients in problem-based learning. Poulton T, Conradi E, Kavia S, Round J, Hilton S. Med Teach. 2009 Aug;31(8): 752-8

Creating your own virtual Patient. Round J. Education in Medicine, Dentistry and Vetinary Medicine 2007 1

Paediatric Intensive Care

Vocal Cord Palsy in Children With Cancer: A 10-Year Analysis of UK Pediatric Intensive Care Admissions. Capsomidis A, Hall A, Daya H, Round J, Lancaster D, Bate J. J Pediatr Hematol Oncol. 2017 Jan 17. doi: 10.1097/MPH

Introducing physician assistants into an intensive care unit: process, problems, impact and recommendations. White H, Round JE. Clin Med. 2013 13(1):15-8

Intensive care admissions for children with imported malaria in the United Kingdom. Garbash M, Round J, Whitty CJ, Chiodini PL, Riordan FA, Shingadia D, Ladhani S. Pediatr Infect Dis J. 2010 29(12):1140-2.

Evaluating venepuncture practice on a general children's ward. Hands C, Round J, Thomas J. Paediatr Nurs. 2010 22(2):32-5.

"When someone stabs you": Children's perspectives of venepuncture. Hands C, Round J, Thomas J. Arch Dis Child. 2009 94(6):466.

Early N-terminal pro-brain natriuretic peptide measurements predict clinically significant ductus arteriosus in preterm infants. Ramakrishnan S, Heung YM, Round J, Morris TP, Collinson P, Williams AF. Acta Paediatr. 2009 98(8):1254-9.

Bacterial tracheitis: a multi-centre perspective. Tebruegge M, Pantazidou A, Thorburn K, Riordan A, Round J, De Munter C, Walters S, Curtis N. Scand J Infect Dis. 2009;41(8):548-57.

Indication for tracheal intubation in meningococcal disease and septic shock. Gray MP, Gour A, Davison C, Round J, Murdoch L.  Arch Dis Child. 2007 92(9):827.

An Eiffel penetrating head injury. George M, Round J. Arch Dis Child. 2006 91(5):416.

Sex--can you get it right? Round JE, Deheragoda M. BMJ. 2002 325(7378):1446-7.

Choanal atresia: the result of maternal thyrotoxicosis or fetal carbimazole? Barwell J, Fox GF, Round J, Berg J. Am J Med Genet. 2002 111(1):55-6.

Teaching and Learning

Author gender bias in paediatric journals and FOAM. Round A, Barton J, Kuri A, Tran T, Round J, Knight K.Clin Teach. 2021 May 6. doi: 10.1111/tct.13365. Online ahead of print.PMID: 33956401 

Medical students’ pattern of self-directed learning prior to and during the coronavirus disease 2019 pandemic period and its implications for Free Open Access Meducation within the United Kingdom.  Barton J, Rallis KS, Corrigan AE, Hubbard E, Round A, Portone G, Kuri A, Tran T, Phuah YZ, Knight K, Round J.J Educ Eval Health Prof. 2021;18:5.

The GMC national training survey: Does it have an impact? Uthayanan M, Szram J, Mehta A, Menon G, Round J. Future Healthc J. 2020 Oct;7(3):205-207.

Tip #13 - Innovate, learn from others, and keep innovating. Practical tips for supporting competency-based medical education during the COVID-19 pandemic. Rallis K, Barton J, Round J. Med Teach. 2020 Sep 11:1.

Continuing the conversation - Free Open Access Meducation (FOAM). Barton J, Round J. Med Teach. 2020 May;42(5):595.

Paediatric Free Open Access Meducation (FOAM): behaviours, trends and implications. Barton J, Round J, Knight K. Postgrad Med J. 2020 May;96(1135):245-249.

Virtual patients designed for training against medical error: Exploring the impact of decision-making on learner motivation. Woodham LA, Round J, Stenfors T, Bujacz A, Karlgren K, Jivram T, Riklefs V, Poulton E, Poulton T. PLoS One. 2019 Apr 23;14(4):e0215597.

Bring on the Reds. Round J. Invited article for GMC website. 2019

Medical Student and Tutor Perceptions of Video Versus Text in an Interactive Online Virtual Patient for Problem-Based Learning: A Pilot Study.Woodham LA, Ellaway RH, Round J, Vaughan S, Poulton T, Zary N. J Med Internet Res. 2015 17(6):e151.

Exploring the efficacy of replacing linear paper-based patient cases in problem-based learning with dynamic Web-based virtual patients: randomized controlled trial. Poulton T, Ellaway RH, Round J, Jivram T, Kavia S, Hilton S. Med Internet Res. 2014 16(11):e240.

What do parents think about their children being involved in medical education?

Round JE, Walker S. Med Educ. 2007 41(9):920.

Medical Error

Must we get it wrong again? A simple intervention to reduce medical error. Vaughan S, Bate T, Round J. Tr. Anaes. and Crit. Care 2012 2 (3) 104–108.


Continuing the conversation - Free Online Open Access Meducation (FOAM). Barton J, Round J. Med Teach. 2019 Sep 6:1.

The Smartphone Generation. Whitehouse A, Griffiths B, Prince N, Round J, Kelly C, Lee LM;  Arch. Dis Child. 2014 99 (suppl1 )A99

Basic Science

The applied physiology of the neonate. Surgery 2004 22 (10) 242-247.

The effects of in vivo pulmonary oxygenation on lung liquid production in near-term fetal sheep. Round JE, Junor RW, Gallagher ME, Walters DV. Exp Physiol. 1999 84(4):725-38.

Clocks in delivery wards may not be sufficiently accurate to validate birth of "millennium babies". Round J, Kennea N. BMJ. 1999;319(7204):260.

Book and Chapters

Round, J. (2016) Implementing a meaningful assessment programme. In Bin Abdulrahman, K.A. Mennin, S. Harden, R. & Kennedy, C. (eds.) Routledge International Handbook of Medical Education, Routledge, Oxon, p 242.

Paediatrics – Clinical Cases Uncovered. Round J, Myers S, Stradling L. pub Blackwell- Wiley 2008 ISBN: 978-1-4051-5984-5

EMQ’s for Medical students Volume 2 (Chapters) Feather A, Lumley J, Domizio P, Field B, Knowles C, Round J. pub Pastest 2004 ISBN: 9781905635382

OSCE’s for Medical Undergraduates Volume 3 (Chapter) Feather A, Lumley J, Round J & Visvanathan R. pub. Pastest  2004 ISBN: 9781904627111.

Paediatrics – Key Questions Answered – Oxford University Press 2000 ISBN-10: 0192629042

Electronic Resources– Video Based Revision Website for Paediatric Trainees - Free, Open Access, Medical Education for Paediatrics

I am skilled teacher and continue a substantial practise in all common teaching formats including tutorials, seminars, workshops, lectures (see teaching activities below) and also host large events. I teach on a wide range of topics within Paediatrics and child health, and also intensive care, management, leadership, patient safety and professionalism. I teach skills, both practical (e.g. echocardiography) and intellectual (virtual patient creation, question writing).

I incorporate feedback, allowing development of session and style, but also documenting excellence. For instance my cardiology lecture (P year Paediatrics) is consistently the top rated lecture in the course.


Educators still have much to learn themselves on how to deliver the ideal session. I have developed my own practises to explore new delivery methods better fitting the subject and purpose of the session. Novel teaching and learning techniques I have developed include:

  • “Live” dry-wipe board explorations of Tricky Paediatric problems.
  • Using a “Virtual Ward Round” to explore evolving ward scenarios for students.
  • Branched Virtual Patients for risk free practise in decision making, in assessment, in PBL and medical error learning.
  • Using SMS messaging to support interaction in large group sessions.
  • Nested SBA scenarios to examine decision making in the context of an evolving patient scenario.
  • Play-dough based learning supporting training in echocardiography.
  • Using Bingo to teach medical error identification.
  • Website based video resources for the London Deanery

It is fair to say that not all these approaches have succeeded – for instance the virtual ward round proved too complex for facilitators and play-dough too messy, but those that have worked have been very effective, based on feedback, and have been disseminated, copied and incorporated into other teaching programmes. The “live” Tricky Paediatrics sessions won a London-wide prize and are now in use in other Trusts. Bingo is also used in other centres and the virtual patient approach is now widely used in many centres in the UK, Europe and Asia. The video website is spectacularly well used – with over 4million individual views to date.

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