ECHO 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 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.

                               Speaker of the House of Representatives.

                            Vice President of the United States and    
                                               President of the Senate.

Summary: (This measure has not been amended since it was passed by the Senate on November 29, 2016.  Expanding Capacity for Health Outcomes Act or the ECHO Act (Sec. 3) This bill requires the Department of Health and Human Services (HHS) to report on technology-enabled collaborative learning and capacity building models, which connect specialists to primary care providers through videoconferencing to facilitate case-based learning, dissemination of best practices, and evaluation of outcomes. The report must include: (1) an analysis of the use, integration, and impact of such models; (2) a list of such models recently funded by HHS; (3) recommendations to reduce barriers to adoption of such models; (4) opportunities for adoption of such models into HHS programs; and (5) recommendations regarding the role of such models in continuing medical education.