(1) Access to high quality primary care is asso-
ciated with improved health outcomes and lower 
health care costs. 
(2) Substantial disparities exist in the distribu-
tion of primary care providers. 
(3) Shortages of health care providers affect 
Tribal, rural, and medically underserved commu-
nities more than the populations of more densely 
populated areas, resulting in such communities expe-
riencing significant health challenges and disparities. 
(4) American Indian, Alaskan Natives, and Na-
tive Hawaiians tend to have lower health status, 
lower life expectancy, and disproportionate disease 
burden when compared to other Americans. 
(5) Having training experiences in, living 
among, and being a member of Tribal, rural, and 
medically underserved communities increases cul-
tural awareness and can influence career choice for 
physicians to better serve such populations. 
(6) Research shows there is a relationship be-
tween the characteristics of a physician and the 
eventual practice location, including being part of an 
underrepresented minority or growing up in a rural 
area. 
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SEC. 3. EDUCATION PROGRAM TO SUPPORT PRIMARY 
HEALTH SERVICE FOR UNDERSERVED POPU-
LATIONS. 
Part B of title VII of the Public Health Service Act 
(42 U.S.C. 293 et seq.) is amended by adding at the end 
the following: 
‘‘SEC. 742. EDUCATION PROGRAM TO SUPPORT PRIMARY 
HEALTH SERVICE FOR UNDERSERVED POPU-
LATIONS. 
‘‘(a) 
ESTABLISHMENT.—The 
Secretary, 
acting 
through the Administrator of the Health Resources and 
Services Administration, shall establish a grant program 
to award grants to public institutions of higher education 
located in a covered State to carry out the activities de-
scribed in subsection (d) for the purposes of— 
‘‘(1) expanding and supporting education for 
medical students who are preparing to become physi-
cians in a covered State; and 
‘‘(2) preparing and encouraging each such stu-
dent training in a covered State to serve Tribal, 
rural, or medically underserved communities as a 
primary care physician after completing such train-
ing. 
‘‘(b) ELIGIBILITY.—In order to be eligible to receive 
a grant under this section, a public institution of higher 
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education shall submit an application to the Secretary that 
includes— 
‘‘(1) a certification that such institution will use 
amounts provided to the institution to carry out the 
activities described in subsection (d); and 
‘‘(2) a description of how such institution will 
carry out such activities. 
‘‘(c) PRIORITY.—In awarding grants under this sec-
tion, the Secretary shall give priority to public institutions 
of higher education that— 
‘‘(1) are located in a State with not fewer than 
2 federally recognized Tribes; and 
‘‘(2) demonstrate a public-private partnership. 
‘‘(d) AUTHORIZED ACTIVITIES.—An eligible entity 
that receives a grant under this section shall use the funds 
made available under such grant to carry out the following 
activities: 
‘‘(1) Support or expand community-based expe-
riential training for medical students who will prac-
tice in or serve Tribal, rural, and medically under-
served communities. 
‘‘(2) Develop and operate programs to train 
medical students in primary care services. 
‘‘(3) Develop and implement curricula that— 
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‘‘(A) includes a defined set of clinical and 
community-based training activities that em-
phasize care for Tribal, rural, or medically un-
derserved communities; 
‘‘(B) is applicable to primary care practice 
with respect to individuals from Tribal, rural, 
or medically underserved communities; 
‘‘(C) identifies and addresses challenges to 
health equity, including the needs of Tribal, 
rural, and medically underserved communities; 
‘‘(D) supports the use of telehealth tech-
nologies and practices; 
‘‘(E) considers social determinants of 
health in care plan development; 
‘‘(F) integrates behavioral health care into 
primary care practice, including prevention and 
treatment of opioid disorders and other sub-
stance use disorders; 
‘‘(G) promotes interprofessional training 
that supports a patient-centered model of care; 
and 
‘‘(H) builds cultural and linguistic com-
petency. 
‘‘(4) Increase the capacity of faculty to imple-
ment the curricula described in paragraph (3). 
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‘‘(5) Develop or expand strategic partnerships 
to improve health outcomes for individuals from 
Tribal, rural, and medically underserved commu-
nities, including with— 
‘‘(A) federally recognized Tribes, Tribal 
colleges, and Tribal organizations; 
‘‘(B) Federally-qualified health centers; 
‘‘(C) rural health clinics; 
‘‘(D) Indian health programs; 
‘‘(E) primary care delivery sites and sys-
tems; and 
‘‘(F) other community-based organizations. 
‘‘(6) Develop a plan to track graduates’ chosen 
specialties for residency and the States in which 
such residency programs are located. 
‘‘(7) Develop, implement, and evaluate methods 
to improve recruitment and retention of medical stu-
dents from Tribal, rural, and medically underserved 
communities. 
‘‘(8) Train and support instructors to serve 
Tribal, rural, and medically underserved commu-
nities. 
‘‘(9) Prepare medical students for transition 
into primary care residency training and future 
practice. 
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