,,ii #aadth ,,congress #b;d ,session ,s4 #bhgc ,,in ,,the ,,senate ,,of ,,the ,,united ,,states ,april #bh1 #bjaf ,mr4 ,hatch 7for himself and ,mr4 ,schatz7 introduced the following bill2 which was read twice and referred to the ,committee on ,health1 ,education1 ,labor1 and ,pensions ,a ,,bill ,to require studies and reports examining the use of1 and opportunities to use1 technology-enabled collaborative learning and capacity building models to improve programs of the ,department of ,health and ,human ,services1 and for other purposes4 #a4 ,short title ,this ,act may be cited as the ,expanding ,capacity for ,health ,outcomes ,act or the ,,echo ,act4 #b4 ,definitions ,in this ,act3 7#a7 ,health professional shortage area ,the term health professional shortage area means a health professional shortage area designated under section #ccb of the ,public ,health ,service ,act 7#db ,u4,s4,c4 #bed;e74 7#b7 ,medically underserved area ,the term medically underserved area has the meaning given the term medically underserved community in section #gii;,b of the ,public ,health ,service ,act 7#db ,u4,s4,c4 #biep74 7#c7 ,medically underserved population ,the term medically underserved population has the meaning given the term in section #ccj7;b7 of the ,public ,health ,service ,act 7#db ,u4,s4,c4 #bed;b7b774 7#d7 ,secretary ,the term ,secretary means the ,secretary of ,health and ,human ,services4 7#e7 ,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 primary care providers through simultaneous interactive videoconferencing for the purpose of facilitating case-based learning1 disseminating best practices1 and evaluating outcomes4 #c4 ,studies and reports on technology-enabled collaborative learning and capacity building models 7a7 ,prioritization 7#a7 ,in general ,the ,secretary1 in collaboration with the ,administrator of the ,health ,resources and ,services ,administration1 shall examine technology-enabled collaborative learning and capacity building models and the ability of such models to improve patient care and provider education4 7#b7 ,considerations ,the examination required under paragraph 7#a7 shall include an examination of the ability of technology-enabled collaborative learning and capacity building models to address each of the following3 7,a7 ,mental health and substance use disorders1 including prescription drug and opioid abuse4 7,b7 ,chronic care for patients of all ages1 including children1 with chronic diseases4 7,c7 ,complex care or care for the sickest and most vulnerable patients1 including pediatric patients4 7,d7 ,primary care workforce recruitment1 retention1 and support for life-long learning4 7,e7 ,specialty care shortages4 7,f7 ,public health programs1 including disease prevention1 outbreaks1 and surveillance4 7,g7 ,implementation of disease prevention guidelines4 7,h7 ,health care in rural areas1 frontier areas1 health professional shortage areas1 medically underserved populations1 and medically underserved areas4 7,i7 ,advanced care planning and palliative care4 7,j7 ,trauma-informed care4 7,k7 ,pregnancy care and maternal health4 7,l7 ,other health conditions and health workforce issues that the ,secretary determines appropriate4 7#c7 ,consultation ,in the examination of technology-enabled collaborative learning and capacity building models required under paragraph 7#a71 the ,secretary1 in collaboration with the ,administrator of the ,health ,resources and ,services ,administration1 shall consult public and private stakeholders with expertise using such models in health care settings4 7#d7 ,federal study ,not later than #b years after the date of enactment of this ,act1 the ,secretary1 in collaboration with the ,administrator of the ,health ,resources and ,services ,administration1 shall publish a study based on the examination of technology-enabled collaborative learning and capacity building models required under paragraph 7#a74 ,such study shall include an analysis of each of the following3 7,a7 ,the use and integration of such models by health providers4 7,b7 ,the impact of such models on health provider retention and health provider shortages in the ,states in which such models have been adopted4 7,c7 ,recommendations regarding the role of such models in continuing medical education and lifelong learning1 including the role of academic medical centers1 provider organizations1 and community providers in such training4 7,d7 ,the barriers to adoption by primary care providers and academic medical centers4 7,e7 ,the impact of such models on the ability of local health providers and specialists to perform at the top of their licensure1 including the effects on patient wait times for specialty care4 7b7 ,,gao study 7#a7 ,in general ,not later than #a year after the date of enactment of this ,act1 the ,comptroller ,general of the ,united ,states shall prepare and publish a report on technology-enabled collaborative learning and capacity building models4 ,such report shall analyze each of the following3 7,a7 ,the use and integration of such models by health providers across the ,states4 7,b7 ,how the ,secretary has supported the use of such models through programs of the ,department of ,health and ,human ,services4 7,c7 ,the impact of such models on health care1 including the impact on patient quality of care and patient access to care1 in the ,states in which such models have been adopted4 7,d7 ,the reasons for successful ,state and community adoption of such models4 7,e7 ,the barriers for ,states and communities to adopt such models4 7,f7 ,efficiencies and potential cost savings from such models4 7,g7 ,how ,federal1 ,state1 and local governments are funding such models1 if at all4 7,h7 ,opportunities for increased adoption of such models in agencies of the ,department of ,health and ,human ,services1 including the integration of such models into existing programs4 7#b7 ,considerations ,the analysis conducted through the report under paragraph 7#a7 shall consider the ability of technology-enabled collaborative learning and capacity building models to address each of the following3 7,a7 ,mental health and substance use disorders1 including prescription drug and opioid abuse4 7,b7 ,chronic care for patients of all ages1 including children1 with chronic diseases4 7,c7 ,complex care or care for the sickest and most vulnerable patients1 including pediatric patients4 7,d7 ,primary care workforce recruitment1 retention1 and support for life-long learning4 7,e7 ,specialty care shortages4 7,f7 ,public health programs1 including disease prevention1 outbreaks1 and surveillance4 7,g7 ,implementation of disease prevention guidelines4 7,h7 ,health care in rural areas1 frontier areas1 health professional shortage areas1 medically underserved populations1 and medically underserved areas4 7,i7 ,advanced care planning and palliative care4 7,j7 ,trauma-informed care4 7,k7 ,pregnancy care and maternal health4 7c7 ,report to ,congress ,not later than #ah months after the publication of the report conducted by the ,comptroller ,general of the ,united ,states under subsection 7b71 the ,secretary shall submit a report to ,congress addressing each of the following3 7#a7 ,how the findings from the report published under subsection 7b7 have been addressed4 7#b7 ,recommendations to ,congress based on the findings of the study published under subsection 7a77#d74 7#c7 ,a complete listing of technology-enabled collaborative learning and capacity building models that have been funded by the ,department of ,health and ,human ,services4 7#d7 ,a toolkit regarding best practices for implementing such models in the ,states4