PUBLIC LAW 114–270—DEC. 14, 2016 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. 

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) 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 

Expanding 

Capacity for 

Health Outcomes 

Act. 

Dec. 14, 2016 

[S. 2873] 


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130 STAT. 1396 PUBLIC LAW 114–270—DEC. 14, 2016 

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 technologyenabled 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 

Analysis. 


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PUBLIC LAW 114–270—DEC. 14, 2016 130 STAT. 1397 

LEGISLATIVE HISTORY—S. 2873: 

CONGRESSIONAL RECORD, Vol. 162 (2016): 

Nov. 29, considered and passed Senate. 

Dec. 6, considered and passed House. 

Æ 

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. 

Approved December 14, 2016. 

Recommendations. 

Recommendations. 

Lists. 


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