[114th Congress Public Law 270]
[From the U.S. Government Publishing Office]



[[Page 130 STAT. 1395]]

Public Law 114-270
114th Congress

                                 An Act


 
 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. <<NOTE: Dec. 14, 2016 -  [S. 2873]>> 

    Be it enacted by the Senate and House of Representatives of the 
United States of America in Congress assembled, <<NOTE: Expanding 
Capacity for Health Outcomes Act.>> 
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 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

[[Page 130 STAT. 1396]]

        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) <<NOTE: Analysis.>>  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

[[Page 130 STAT. 1397]]

                      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) <<NOTE: Lists.>>  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) <<NOTE: Recommenda- tions.>>  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) <<NOTE: Recommenda- tions.>>  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.

    Approved December 14, 2016.

LEGISLATIVE HISTORY--S. 2873:
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CONGRESSIONAL RECORD, Vol. 162 (2016):
            Nov. 29, considered and passed Senate.
            Dec. 6, considered and passed House.

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