[Congressional Bills 114th Congress]
[From the U.S. Government Publishing Office]
[S. 2873 Introduced in Senate (IS)]
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114th CONGRESS
2d Session
S. 2873
To require studies and reports examining the use of, and opportunities
to use, technology-enabled collaborative learning and capacity building
models to improve programs of the Department of Health and Human
Services, and for other purposes.
_______________________________________________________________________
IN THE SENATE OF THE UNITED STATES
April 28, 2016
Mr. Hatch (for himself and Mr. Schatz) introduced the following bill;
which was read twice and referred to the Committee on Health,
Education, Labor, and Pensions
_______________________________________________________________________
A BILL
To require studies and reports examining the use of, and opportunities
to use, technology-enabled collaborative learning and capacity building
models to improve programs of the Department of Health and Human
Services, and for other purposes.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Expanding Capacity for Health
Outcomes Act'' or the ``ECHO Act''.
SEC. 2. DEFINITIONS.
In this Act:
(1) Health professional shortage area.--The term ``health
professional shortage area'' means a health professional
shortage area designated under section 332 of the Public Health
Service Act (42 U.S.C. 254e).
(2) Medically underserved area.--The term ``medically
underserved area'' has the meaning given the term ``medically
underserved community'' in section 799B of the Public Health
Service Act (42 U.S.C. 295p).
(3) Medically underserved population.--The term ``medically
underserved population'' has the meaning given the term in
section 330(b) of the Public Health Service Act (42 U.S.C.
254b(b)).
(4) Secretary.--The term ``Secretary'' means the Secretary
of Health and Human Services.
(5) Technology-enabled collaborative learning and capacity
building model.--The term ``technology-enabled collaborative
learning and capacity building model'' means a distance health
education model that connects specialists with multiple primary
care providers through simultaneous interactive
videoconferencing for the purpose of facilitating case-based
learning, disseminating best practices, and evaluating
outcomes.
SEC. 3. STUDIES AND REPORTS ON TECHNOLOGY-ENABLED COLLABORATIVE
LEARNING AND CAPACITY BUILDING MODELS.
(a) Prioritization.--
(1) In general.--The Secretary, in collaboration with the
Administrator of the Health Resources and Services
Administration, shall examine technology-enabled collaborative
learning and capacity building models and the ability of such
models to improve patient care and provider education.
(2) Considerations.--The examination required under
paragraph (1) shall include an examination of the ability of
technology-enabled collaborative learning and capacity building
models to address each of the following:
(A) Mental health and substance use disorders,
including prescription drug and opioid abuse.
(B) Chronic care for patients of all ages,
including children, with chronic diseases.
(C) Complex care or care for the sickest and most
vulnerable patients, including pediatric patients.
(D) Primary care workforce recruitment, retention,
and support for life-long learning.
(E) Specialty care shortages.
(F) Public health programs, including disease
prevention, outbreaks, and surveillance.
(G) Implementation of disease prevention
guidelines.
(H) Health care in rural areas, frontier areas,
health professional shortage areas, medically
underserved populations, and medically underserved
areas.
(I) Advanced care planning and palliative care.
(J) Trauma-informed care.
(K) Pregnancy care and maternal health.
(L) Other health conditions and health workforce
issues that the Secretary determines appropriate.
(3) Consultation.--In the examination of technology-enabled
collaborative learning and capacity building models required
under paragraph (1), the Secretary, in collaboration with the
Administrator of the Health Resources and Services
Administration, shall consult public and private stakeholders
with expertise using such models in health care settings.
(4) Federal study.--Not later than 2 years after the date
of enactment of this Act, the Secretary, in collaboration with
the Administrator of the Health Resources and Services
Administration, shall publish a study based on the examination
of technology-enabled collaborative learning and capacity
building models required under paragraph (1). Such study shall
include an analysis of each of the following:
(A) The use and integration of such models by
health providers.
(B) The impact of such models on health provider
retention and health provider shortages in the States
in which such models have been adopted.
(C) Recommendations regarding the role of such
models in continuing medical education and lifelong
learning, including the role of academic medical
centers, provider organizations, and community
providers in such training.
(D) The barriers to adoption by primary care
providers and academic medical centers.
(E) The impact of such models on the ability of
local health providers and specialists to perform at
the top of their licensure, including the effects on
patient wait times for specialty care.
(b) GAO Study.--
(1) In general.--Not later than 1 year after the date of
enactment of this Act, the Comptroller General of the United
States shall prepare and publish a report on technology-enabled
collaborative learning and capacity building models. Such
report shall analyze each of the following:
(A) The use and integration of such models by
health providers across the States.
(B) How the Secretary has supported the use of such
models through programs of the Department of Health and
Human Services.
(C) The impact of such models on health care,
including the impact on patient quality of care and
patient access to care, in the States in which such
models have been adopted.
(D) The reasons for successful State and community
adoption of such models.
(E) The barriers for States and communities to
adopt such models.
(F) Efficiencies and potential cost savings from
such models.
(G) How Federal, State, and local governments are
funding such models, if at all.
(H) Opportunities for increased adoption of such
models in agencies of the Department of Health and
Human Services, including the integration of such
models into existing programs.
(2) Considerations.--The analysis conducted through the
report under paragraph (1) shall consider the ability of
technology-enabled collaborative learning and capacity building
models to address each of the following:
(A) Mental health and substance use disorders,
including prescription drug and opioid abuse.
(B) Chronic care for patients of all ages,
including children, with chronic diseases.
(C) Complex care or care for the sickest and most
vulnerable patients, including pediatric patients.
(D) Primary care workforce recruitment, retention,
and support for life-long learning.
(E) Specialty care shortages.
(F) Public health programs, including disease
prevention, outbreaks, and surveillance.
(G) Implementation of disease prevention
guidelines.
(H) Health care in rural areas, frontier areas,
health professional shortage areas, medically
underserved populations, and medically underserved
areas.
(I) Advanced care planning and palliative care.
(J) Trauma-informed care.
(K) Pregnancy care and maternal health.
(c) Report to Congress.--Not later than 18 months after the
publication of the report conducted by the Comptroller General of the
United States under subsection (b), the Secretary shall submit a report
to Congress addressing each of the following:
(1) How the findings from the report published under
subsection (b) have been addressed.
(2) Recommendations to Congress based on the findings of
the study published under subsection (a)(4).
(3) A complete listing of technology-enabled collaborative
learning and capacity building models that have been funded by
the Department of Health and Human Services.
(4) A toolkit regarding best practices for implementing
such models in the States.
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