[Congressional Record Volume 164, Number 124 (Tuesday, July 24, 2018)]
[House]
[Pages H7132-H7133]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]





  VETERANS-SPECIFIC EDUCATION FOR TOMORROW'S HEALTH PROFESSIONALS ACT

  Mr. ROE of Tennessee. Mr. Speaker, I move to suspend the rules and 
pass the bill (H.R. 2787) to establish in the Department of Veterans 
Affairs a pilot program instituting a clinical observation program for 
pre-med students preparing to attend medical school, as amended.
  The Clerk read the title of the bill.
  The text of the bill is as follows

                               H.R. 2787

       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 ``Veterans-Specific Education 
     for Tomorrow's Health Professionals Act'' or the ``Vet HP 
     Act''.

     SEC. 2. SENSE OF CONGRESS REGARDING DEPARTMENT OF VETERANS 
                   AFFAIRS PILOT PROGRAM FOR CLINICAL OBSERVATION 
                   BY UNDERGRADUATE STUDENTS.

       It is the sense of Congress that the pilot program 
     described in section 3(a) should be designed to--
       (1) increase the awareness, knowledge, and empathy of 
     future health professionals toward the health conditions 
     common to veterans;
       (2) increase the diversity of the recruitment pool of 
     future physicians of the Department; and
       (3) expand clinical observation opportunities for all 
     students by encouraging students of all backgrounds to 
     consider a career in the health professions.

     SEC. 3. DEPARTMENT OF VETERANS AFFAIRS PILOT PROGRAM FOR 
                   CLINICAL OBSERVATION BY UNDERGRADUATE STUDENTS.

       (a) Establishment.--The Secretary of Veterans Affairs shall 
     carry out a pilot program for a one-year period, beginning 
     not later than August 15, 2021, to provide certain students 
     described in subsection (d) a clinical observation experience 
     at medical centers of the Department of Veterans Affairs.
       (b) Medical Center Selection.--The Secretary shall carry 
     out the pilot program under this section at not fewer than 
     five medical centers of the Department. In selecting such 
     medical centers, the Secretary shall ensure regional 
     diversity among such selected medical centers.
       (c) Clinical Observation Sessions.--
       (1) Frequency and duration.--In carrying out the pilot 
     program, the Secretary shall--
       (A) provide at least one and not more than three clinical 
     observation sessions at each medical center selected during 
     each calendar year;
       (B) ensure that each clinical observation session--
       (i) lasts between four and six months; and
       (ii) to the extent practicable, begins and ends 
     concurrently with one or more academic terms of an 
     institution of higher education (as defined in section 101 of 
     the Higher Education Act of 1965 (20 U.S.C. 1001)); and
       (C) ensure that the clinical observation sessions provided 
     at a medical center have minimal overlap.
       (2) Sessions.--The Secretary shall ensure that the pilot 
     program consists of clinical observation sessions as follows:
       (A) Each session shall allow for not fewer than five 
     students nor greater than 15 students to participate in the 
     session.
       (B) Each session shall consist of not fewer than 20 
     observational hours nor greater than 40 observational hours.
       (C) A majority of the observational hours shall be spent 
     observing a health professional. The other observational 
     hours shall be spent in a manner that ensures a robust, well 
     rounded experience that exposes the students to a variety of 
     aspects of medical care and health care administration.
       (D) Each session shall provide a diverse clinical 
     observation experience.
       (d) Students.--
       (1) Selection.--The Secretary shall select to participate 
     in the pilot program under subsection (a) students who are--
       (A) nationals of the United States;
       (B) enrolled in an accredited program of study at an 
     institution of higher education; and
       (C) referred by their institution of higher education 
     following an internal application process.
       (2) Priority.--In making such selection, the Secretary 
     shall give priority to each of the following five categories 
     of students:
       (A) Students who, at the time of the completion of their 
     secondary education, resided in a health professional 
     shortage area (as defined in section 332 of the Public Health 
     Service Act (42 U.S.C. 254e)).
       (B) First generation college students (as defined in 
     section 402A(h)(3) of the Higher Education Act of 1965 (20 
     U.S.C. 1067q(a))).
       (C) Students who have been referred by minority-serving 
     institutions (as defined in section 371(a) of the Higher 
     Education Act of 1965 (20 U.S.C. 1067q(a))).
       (D) Veterans (as defined in section 101 of title 38, United 
     States Code).
       (E) Students who indicate an intention to specialize in a 
     health professional occupation identified by the Inspector 
     General of the Department under section 7412 of title 38, 
     United States Code, as having a staffing shortage.
       (3) Assignment to medical centers.--The Secretary shall 
     assign students selected under paragraph (1) to medical 
     centers selected under subsection (b) without regard for 
     whether such medical centers have staffing shortages in any 
     health professional occupation pursuant to section 7412 of 
     title 38, United States Code.
       (e) Other Matters.--In carrying out the pilot program under 
     this section, the Secretary shall--
       (1) establish a formal status to facilitate the access to 
     medical centers of the Department by student observers 
     participating in the pilot program;
       (2) establish standardized legal, privacy, and ethical 
     requirements for the student observers, including with 
     respect to--
       (A) ensuring that no student observer provides any care to 
     patients while participating as an observer; and
       (B) ensuring the suitability of a student to participate in 
     the pilot program to ensure that the student poses no risk to 
     patients;
       (3) develop and implement a partnership strategy with 
     minority-serving institutions to encourage referrals;
       (4) create standardized procedures for student observers;
       (5) create an online information page about the pilot 
     program on the internet website of the Department;
       (6) publish on the online information page created under 
     paragraph (5) the locations of such centers, and other 
     information on the pilot program, not later than 180 days 
     before the date on which applications are required to be 
     submitted by potential student observers;
       (7) identify medical centers and specific health 
     professionals participating in the pilot program; and
       (8) notify the Committees on Veterans' Affairs of the House 
     of Representatives and the Senate of the medical centers 
     selected under subsection (c) within 30 days of selection, to 
     facilitate program awareness.
       (f) Report.--Not later than 180 days after the completion 
     of the pilot program under subsection (a), the Secretary 
     shall submit to the Committees on Veterans' Affairs of the 
     House of Representatives and the Senate a report on the 
     results of the pilot program, including--
       (1) the number and demographics of all applicants, those 
     accepted to participate in the pilot program, and those who 
     completed the pilot program; and
       (2) if participating institutions of higher education 
     choose to administer satisfaction surveys that assess the 
     experience of those who completed the pilot program, the 
     results of any such satisfaction surveys, provided at the 
     discretion of the institution of higher education.

     SEC. 4. NO ADDITIONAL FUNDS AUTHORIZED.

       No additional funds are authorized to be appropriated to 
     carry out the requirements of this Act. Such requirements 
     shall be carried out using amounts otherwise authorized to be 
     appropriated.

  The SPEAKER pro tempore. Pursuant to the rule, the gentleman from 
Tennessee (Mr. Roe) and the gentleman from California (Mr. Takano) each 
will control 20 minutes.
  The Chair recognizes the gentleman from Tennessee.


                             General Leave

  Mr. ROE of Tennessee. Mr. Speaker, I ask unanimous consent that all 
Members have 5 legislative days to revise and extend their remarks and 
insert extraneous material.
  The SPEAKER pro tempore. Is there objection to the request of the 
gentleman from Tennessee?
  There was no objection.
  Mr. ROE of Tennessee. Mr. Speaker, I yield myself such time as I may 
consume.
  Mr. Speaker, I rise today in support of H.R. 2787, as amended, the 
Veterans-Specific Education for Tomorrow's Health Professionals Act. 
The bill would create a pilot program to provide undergraduate students 
with a clinical observation experience at the Department of Veterans 
Affairs medical centers.
  The pilot would give prospective providers a window into the 
healthcare profession that would help inform their educational paths 
and careers. It would also provide them an early introduction to both 
the VA healthcare system and the medical conditions common among our 
Nation's veterans.
  VA has a number of recruitment and retention challenges, one of which 
is an aging workforce that is increasingly retirement eligible. Given 
that, it is imperative that VA take every available opportunity to 
engage young clinicians and make a concerted effort to attract them to 
a career serving veterans within the VA healthcare system.
  This bill is sponsored by the Congresswoman from Ohio, Marcy Kaptur, 
and I appreciate her efforts. I urge my colleagues to support this 
bill.
  Mr. Speaker, I reserve the balance of my time.
  Mr. TAKANO. Mr. Speaker, I yield myself such time as I may consume.

[[Page H7133]]

  Mr. Speaker, I rise in support of H.R. 2787, as amended, the Vet MD 
Act.
  The Department of Veterans Affairs, like the Nation, is experiencing 
a shortage of healthcare providers. With shortages in areas like mental 
healthcare and medical administration, it can become increasingly 
difficult to maintain a facility's efficiency and quality. That is why 
it is increasingly important to promote medical education and 
employment within VA as soon in a student's educational career as is 
possible.
  This bill allows VA to capture students as they complete their 
premedical undergraduate degrees by offering them the opportunity to 
shadow medical professionals in VA facilities. Not only does this 
create a familiarity with VA among the students, but allows VA to 
continue to do one of the things it does best: educate the Nation's 
future healthcare providers.
  I appreciate the hard work of my colleague, Representative Kaptur, 
and urge my colleagues to vote in favor of the Vet MD Act.
  Mr. Speaker, I reserve the balance of my time.
  Mr. ROE of Tennessee. Mr. Speaker, I reserve the balance of my time.
  Mr. TAKANO. Mr. Speaker, I yield 3 minutes to the gentlewoman from 
Ohio (Ms. Kaptur), the author of this bill.
  Ms. KAPTUR. Mr. Speaker, I thank Ranking Member Takano for his great 
support and for yielding me the time, and I thank Chairman Roe very 
much for moving this bill through his committee.
  H.R. 2787, the Vet MD Act, also called the Veterans-Specific 
Education for Tomorrow's Health Professionals Act, I am honored to 
speak on its behalf this evening.
  The Vet MD Act works to break down barriers and expand opportunities 
for healthcare professionals to get training to care for our veterans. 
The bill creates a 3-year pilot program for pre-health undergraduate 
students to gain clinical observation experience within at least five 
VA medical centers.
  Health schools recommend or require clinical observation hours, but 
there is no formal process to apply for these hours. Opportunities to 
shadow are limited and are based on where you go to school or whom you 
know; and students who attend schools outside major cities, as well as 
those whose families lack connections to the medical community, find it 
harder and harder to shadow and are disadvantaged in medical school 
admissions. This places an unfair burden on otherwise qualified 
students who come from less affluent communities or rural areas.
  Several years ago, two premedical undergraduate students highlighted 
to my team the struggles disadvantaged, minority, and other young 
people who lack personal connections face as they apply for medical 
school. So I thank Seamus Carragher and Andrew Frank for bringing this 
serious omission to our attention, and I thank Carrie Swope, my 
legislative assistant, on this important issue, for her work 
throughout.
  Through their own struggle, these students struggled to gain access 
to clinical observation, experience so critical in medical circles, and 
they realized an immense opportunity was missing. The bill prioritizes 
students in medically underserved areas; first-generation college 
students, of which I was one; students referred by minority-serving 
institutions; and, of course, veterans.
  The Vet MD Act creates a pipeline for future physicians and medical 
professionals and prioritizes training for students who specialize in a 
health profession where there is a serious staffing shortage. This 
important step will help narrow the gap and ensure we are training pre-
health students in careers that are in demand and necessary.
  I can tell you, in every hospital system I represent, there is an 
unmet demand. Thousands and thousands of individuals are needed.
  The SPEAKER pro tempore. The time of the gentlewoman has expired.
  Mr. TAKANO. Mr. Speaker, I yield an additional 45 seconds to the 
gentlewoman from Ohio.
  Ms. KAPTUR. Mr. Speaker, importantly, pre-health students in the 
pilot will gain a deeper understanding of veterans' specific health 
needs and experiences, which is critical for health professionals who 
treat veterans, many of whom have complex conditions, as the chair and 
ranking member know.

  One of our top responsibilities as a Congress is to ensure that our 
veterans, those who have sacrificed so much for our country and for 
liberty's cause, receive high-quality healthcare from highly trained 
health professionals. This bill furthers that effort, and I am pleased 
it will get a vote this evening.
  I thank my colleagues: Mr. Takano, for his diligent work on this 
bill; Ranking Member Walz; and Chairman Roe, for bringing this bill to 
the floor so expeditiously. On behalf of our health professionals, our 
veterans, myself, and all the cosponsors, I can't thank you enough.
  Mr. ROE of Tennessee. Mr. Speaker, I have no further speakers, and I 
am prepared to close.
  Mr. TAKANO. Mr. Speaker, I yield myself such time as I may consume.
  Mr. Speaker, as I was listening to my friend from the State of Ohio, 
I was struck by just how the process of legislating in this body works, 
how ideas come from very real people seeking to solve problems through 
their Representative. And I watched this legislation move through 
committee, the gentlewoman graciously accepting the changes and 
approving the bill.
  I know that my colleague from Tennessee, a doctor himself, cares so 
much about medical education. We worked together on expanding the 
number of medical residencies.
  I am delighted this bill has come to the floor so expeditiously. 
Often, legislation takes so much time to win its way through, but an 
idea that was very worthy moved through and, I think, in record time.
  So, again, Mr. Speaker, I urge my colleagues to join me in passing 
H.R. 2787, as amended, and I yield back the balance of my time.
  Mr. ROE of Tennessee. Mr. Speaker, I yield myself the balance of my 
time.
  In closing, I, too, came from rural America, and I, too, am a first-
generation college graduate and had an opportunity to use the public 
education system to go to college and medical school. After that, then 
mentored and taught for over 25 years in medical school, so I had a 
chance to see young students, and I think this is a fantastic idea.
  I thank my colleagues on the other side of the aisle for bringing 
this forward. To bring a young person in who has never had a chance to 
be in that sort of environment and expose them to this, you don't know 
what sort of light bulb you are going to turn on in their head to 
encourage them and mentor them. And many of them will become passionate 
about medicine, nursing, physical therapy, occupational therapy, 
audiology, PTSD treatment. I could go on and on. I think this is a 
great idea. I strongly encourage all Members to support H.R. 2787, as 
amended.
  Mr. Speaker, I yield back the balance of my time.
  The SPEAKER pro tempore. The question is on the motion offered by the 
gentleman from Tennessee (Mr. Roe) that the House suspend the rules and 
pass the bill, H.R. 2787, as amended.
  The question was taken; and (two-thirds being in the affirmative) the 
rules were suspended and the bill, as amended, was passed.
  A motion to reconsider was laid on the table.

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