[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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