I 
114TH CONGRESS 
2D SESSION 
H. R. 5395 
To require studies and reports examining the use of, and opportunities to 
use, technology-enabled collaborative learning and capacity building mod-
els to improve programs of the Department of Health and Human 
Services, and for other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
JUNE 7, 2016 
Mr. BURGESS (for himself and Ms. MATSUI) introduced the following bill; 
which was referred to the Committee on Energy and Commerce 
A BILL 
To require studies and reports examining the use of, and 
opportunities to use, technology-enabled collaborative 
learning and capacity building models to improve pro-
grams of the Department of Health and Human Serv-
ices, and for other purposes. 
Be it enacted by the Senate and House of Representa-
tives 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: 
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(1) 
HEALTH
PROFESSIONAL
SHORTAGE 
AREA.—The term ‘‘health professional shortage 
area’’ means a health professional shortage area des-
ignated under section 332 of the Public Health Serv-
ice Act (42 U.S.C. 254e). 
(2) 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). 
(3) 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)). 
(4) SECRETARY.—The term ‘‘Secretary’’ means 
the Secretary of Health and Human Services. 
(5) 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 mul-
tiple primary care providers through simultaneous 
interactive videoconferencing for the purpose of fa-
cilitating case-based learning, disseminating best 
practices, and evaluating outcomes. 
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SEC. 3. STUDIES AND REPORTS ON TECHNOLOGY-ENABLED 
COLLABORATIVE LEARNING AND CAPACITY 
BUILDING MODELS. 
(a) PRIORITIZATION.— 
(1) IN GENERAL.—The Secretary, in collabora-
tion with the Administrator of the Health Resources 
and Services Administration, shall examine tech-
nology-enabled collaborative learning and capacity 
building models and the ability of such models to im-
prove patient care and provider education. 
(2) CONSIDERATIONS.—The examination re-
quired under paragraph (1) shall include an exam-
ination of the ability of technology-enabled collabo-
rative learning and capacity building models to ad-
dress each of the following: 
(A) Mental health and substance use dis-
orders, including prescription drug and opioid 
abuse. 
(B) Chronic care for patients of all ages, 
including children, with chronic diseases. 
(C) Complex care or care for the sickest 
and most vulnerable patients, including pedi-
atric patients. 
(D) Primary care workforce recruitment, 
retention, and support for life-long learning. 
(E) Specialty care shortages. 
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(F) Public health programs, including dis-
ease prevention, outbreaks, and surveillance. 
(G) Implementation of disease prevention 
guidelines. 
(H) Health care in rural areas, frontier 
areas, health professional shortage areas, medi-
cally underserved populations, and medically 
underserved areas. 
(I) Advanced care planning and palliative 
care. 
(J) Trauma-informed care. 
(K) Pregnancy care and maternal health. 
(L) Other health conditions and health 
workforce issues that the Secretary determines 
appropriate. 
(3) CONSULTATION.—In the examination of 
technology-enabled collaborative learning and capac-
ity building models required under paragraph (1), 
the Secretary, in collaboration with the Adminis-
trator of the Health Resources and Services Admin-
istration, shall consult public and private stake-
holders with expertise using such models in health 
care settings. 
(4) FEDERAL STUDY.—Not later than 2 years 
after the date of enactment of this Act, the Sec-
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retary, in collaboration with the Administrator of the 
Health Resources and Services Administration, shall 
publish a study based on the examination of tech-
nology-enabled collaborative learning and capacity 
building models required under paragraph (1). Such 
study shall include an analysis of each of the fol-
lowing: 
(A) The use and integration of such mod-
els by health providers. 
(B) The impact of such models on health 
provider retention and health provider short-
ages in the States in which such models have 
been adopted. 
(C) Recommendations regarding the role of 
such models in continuing medical education 
and lifelong learning, including the role of aca-
demic medical centers, provider organizations, 
and community providers in such training. 
(D) The barriers to adoption by primary 
care providers and academic medical centers. 
(E) The impact of such models on the abil-
ity of local health providers and specialists to 
perform at the top of their licensure, including 
the effects on patient wait times for specialty 
care. 
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(b) GAO STUDY.— 
(1) IN GENERAL.—Not later than 1 year after 
the date of enactment of this Act, the Comptroller 
General of the United States shall prepare and pub-
lish a report on technology-enabled collaborative 
learning and capacity building models. Such report 
shall analyze each of the following: 
(A) The use and integration of such mod-
els by health providers across the States. 
(B) How the Secretary has supported the 
use of such models through programs of the 
Department of Health and Human Services. 
(C) The impact of such models on health 
care, including the impact on patient quality of 
care and patient access to care, in the States in 
which such models have been adopted. 
(D) The reasons for successful State and 
community adoption of such models. 
(E) The barriers for States and commu-
nities to adopt such models. 
(F) Efficiencies and potential cost savings 
from such models. 
(G) How Federal, State, and local govern-
ments are funding such models, if at all. 
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(H) Opportunities for increased adoption 
of such models in agencies of the Department 
of Health and Human Services, including the 
integration of such models into existing pro-
grams. 
(2) CONSIDERATIONS.—The analysis conducted 
through the report under paragraph (1) shall con-
sider the ability of technology-enabled collaborative 
learning and capacity building models to address 
each of the following: 
(A) Mental health and substance use dis-
orders, including prescription drug and opioid 
abuse. 
(B) Chronic care for patients of all ages, 
including children, with chronic diseases. 
(C) Complex care or care for the sickest 
and most vulnerable patients, including pedi-
atric patients. 
(D) Primary care workforce recruitment, 
retention, and support for life-long learning. 
(E) Specialty care shortages. 
(F) Public health programs, including dis-
ease prevention, outbreaks, and surveillance. 
(G) Implementation of disease prevention 
guidelines. 
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(H) Health care in rural areas, frontier 
areas, health professional shortage areas, medi-
cally underserved populations, and medically 
underserved areas. 
(I) Advanced care planning and palliative 
care. 
(J) Trauma-informed care. 
(K) Pregnancy care and maternal health. 
(c) REPORT
TO CONGRESS.—Not later than 18 
months after the publication of the report conducted by 
the Comptroller General of the United States under sub-
section (b), the Secretary shall submit a report to Con-
gress addressing each of the following: 
(1) How the findings from the report published 
under subsection (b) have been addressed. 
(2) Recommendations to Congress based on the 
findings of the study published under subsection 
(a)(4). 
(3) A complete listing of technology-enabled col-
laborative learning and capacity building models that 
have been funded by the Department of Health and 
Human Services. 
(4) A toolkit regarding best practices for imple-
menting such models in the States. 
Æ 
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