Dr. Endalew Gemechu Sendo is an Associate Professor and the current Dean of the School of Nursing and Midwifery at Addis Ababa University (AAU), Ethiopia. He concurrently holds an NIH Fogarty Postdoctoral Fellowship in Implementation Science and NCD Control at Emory University through the TITANS Program. With over two decades of academic and leadership experience at AAU—including past roles as Chair of the Department of Midwifery and MSc Programme Coordinator—Dr. Sendo has a distinguished track record in institutional governance. He earned his PhD in Health Studies from the University of South Africa in 2020, building upon an MSc from AAU and a BSc from Jimma University.  Dr. Sendo’s research focuses on maternal and reproductive health quality, simulation-based health education, and implementation science for non-communicable diseases (NCDs) in resource limited settings. He is the Principal Investigator for several major initiatives, including a Laerdal Foundation-funded simulation training project and an NIH Fogarty-funded cardio-metabolic screening study. An accomplished scholar with more than 35 peer-reviewed publications, he serves on the editorial board of BMC Women's Health and advises key national bodies like the Ethiopian  Midwives Association. To date, he has supervised 36 MSc graduates and is currently mentoring four PhD candidates.

Retention of Knowledge and Skills Three Months Post-HMS BAB Training Among Nursing and Midwifery Students in Ethiopia: A Quasi-Experimental Study  Abstract Background: Postpartum hemorrhage (PPH) is Ethiopia's leading direct cause of maternal death. Simulation-based training like "Helping Mothers Survive Bleeding After Birth" (HMS-BAB) improves knowledge and skills immediately post-training, but retention among pre-service students in resourcelimited settings is poorly understood. This mixed-methods study assessed knowledge and clinical skill retention three months after HMS-BAB training among undergraduate nursing/midwifery students and explored trainee and trainer perspectives on learning durability.  Methods: A quasi-experimental design followed 71 fourth-year students (50 nursing, 21 midwifery) at Addis Ababa University who completed a two-day HMS-BAB training. Knowledge (40-item questionnaire) was assessed at baseline, immediately post-training, and at three months; skills (46-item OSCE) were assessed immediately post-training and at three months. Descriptive statistics summarized participant characteristics. A Generalized Estimating Equation (GEE) model estimated population-averaged training effects on knowledge over time, accounting for within-subject correlation; a paired t-test compared skill scores. A concurrent qualitative survey captured perspectives from 43 trainees (60.6% response rate) and all 5 trainers, analyzed thematically. Results: Median knowledge scores rose from 23 (IQR 21–25) at baseline to 33 (IQR 30–36) at three months, remaining significantly elevated versus baseline (β=9.73, 95% CI: 8.57–10.90, p<0.001) and exceeding the immediate post-training gain (β=8.06, 95% CI: 7.17–8.94). All 69 students (100%) met the skill competency threshold at three months, with median skill scores rising from 82.6% to 89.1% (mean difference=2.95, 95% CI: 2.31–3.60, Cohen's d=1.11). Qualitative themes—sustained confidence, perceived skill retention, and continued applicability—reinforced quantitative findings, though time constraints, limited simulation materials, and large group sizes were identified as barriers.  Conclusions: Knowledge and skills from HMS-BAB training were retained and improved at three months, contrasting with typical post-training skill decay. Findings support institutionalizing HMS-BAB in undergraduate curricula alongside investment in training duration, materials, and group size. Keywords: Postpartum Hemorrhage; Simulation-Based Training; Retention, Ethiopia.