[Congressional Record Volume 162, Number 165 (Thursday, November 17, 2016)]
[Senate]
[Pages S6490-S6491]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]
SA 5110. Mr. ALEXANDER submitted an amendment intended to be proposed
by him to the bill 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; which
was ordered to lie on the table; as follows:
Strike all after the enacting clause and insert the
following:
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) Indian tribe.--The term ``Indian tribe'' has the
meaning given the term in section 4
[[Page S6491]]
of the Indian Self-Determination and Education Assistance Act
(25 U.S.C. 5304).
(3) 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).
(4) 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)).
(5) Native americans.--The term ``Native Americans'' has
the meaning given the term in section 736 of the Public
Health Service Act (42 U.S.C. 293) and includes Indian tribes
and tribal organizations.
(6) Secretary.--The term ``Secretary'' means the Secretary
of Health and Human Services.
(7) 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 other health care professionals through simultaneous
interactive videoconferencing for the purpose of facilitating
case-based learning, disseminating best practices, and
evaluating outcomes.
(8) Tribal organization.--The term ``tribal organization''
has the meaning given the term in section 4 of the Indian
Self-Determination and Education Assistance Act (25 U.S.C.
5304).
SEC. 3. EXAMINATION AND REPORT ON TECHNOLOGY-ENABLED
COLLABORATIVE LEARNING AND CAPACITY BUILDING
MODELS.
(a) Examination.--
(1) In general.--The Secretary shall examine technology-
enabled collaborative learning and capacity building models
and their impact on--
(A) addressing mental and substance use disorders, chronic
diseases and conditions, prenatal and maternal health,
pediatric care, pain management, and palliative care;
(B) addressing health care workforce issues, such as
specialty care shortages and primary care workforce
recruitment, retention, and support for lifelong learning;
(C) the implementation of public health programs, including
those related to disease prevention, infectious disease
outbreaks, and public health surveillance;
(D) the delivery of health care services in rural areas,
frontier areas, health professional shortage areas, and
medically underserved areas, and to medically underserved
populations and Native Americans; and
(E) addressing other issues the Secretary determines
appropriate.
(2) Consultation.--In the examination required under
paragraph (1), the Secretary shall consult public and private
stakeholders with expertise in using technology-enabled
collaborative learning and capacity building models in health
care settings.
(b) Report.--
(1) In general.--Not later than 2 years after the date of
enactment of this Act, the Secretary shall submit to the
Committee on Health, Education, Labor, and Pensions of the
Senate and the Committee on Energy and Commerce of the House
of Representatives, and post on the appropriate website of
the Department of Health and Human Services, a report based
on the examination under subsection (a).
(2) Contents.--The report required under paragraph (1)
shall include findings from the examination under subsection
(a) and each of the following:
(A) An analysis of--
(i) the use and integration of technology-enabled
collaborative learning and capacity building models by health
care providers;
(ii) the impact of such models on health care provider
retention, including in health professional shortage areas in
the States and communities in which such models have been
adopted;
(iii) the impact of such models on the quality of, and
access to, care for patients in the States and communities in
which such models have been adopted;
(iv) the barriers faced by health care providers, States,
and communities in adopting such models;
(v) the impact of such models on the ability of local
health care providers and specialists to practice to the full
extent of their education, training, and licensure, including
the effects on patient wait times for specialty care; and
(vi) efficient and effective practices used by States and
communities that have adopted such models, including
potential cost-effectiveness of such models.
(B) A list of such models that have been funded by the
Secretary in the 5 years immediately preceding such report,
including the Federal programs that have provided funding for
such models.
(C) Recommendations to reduce barriers for using and
integrating such models, and opportunities to improve
adoption of, and support for, such models as appropriate.
(D) Opportunities for increased adoption of such models
into programs of the Department of Health and Human Services
that are in existence as of the report.
(E) 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 education and lifelong
learning.
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