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Bill
Notes

S. 2873 — what changed

Expanding Capacity for Health Outcomes Act

From Introduced in Senate to Referred in House. 2 sections amended between Introduced in Senate and Referred in House.

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)
changed Medically underserved area—Indian tribe— The term medically underserved area Indian tribe has the meaning given the term “medically underserved community” in section 799B 4 of the Public Health Service Indian Self-Determination and Education Assistance Act (42 (25 U.S.C. 295p).5304).
(3)
added 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)
renumbered was (5) 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)
added 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)
renumbered was (6) Secretary— The term Secretary means the Secretary of Health and Human Services.
(7)
added 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)
added 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).
(5)
removed 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 learning, disseminating best practices, and evaluating outcomes.

Sec. 3 Examination and report on technology-enabled collaborative learning and capacity building models

(a)
changed Prioritization—Examination—
(1)
changed In general— The Secretary, in collaboration with the Administrator of the Health Resources and Services Administration, Secretary shall examine technology-enabled collaborative learning and capacity building models and the ability of such models to improve patient care and provider education.their impact on—
(A)
added addressing mental and substance use disorders, chronic diseases and conditions, prenatal and maternal health, pediatric care, pain management, and palliative care;
(B)
added addressing health care workforce issues, such as specialty care shortages and primary care workforce recruitment, retention, and support for lifelong learning;
(C)
added the implementation of public health programs, including those related to disease prevention, infectious disease outbreaks, and public health surveillance;
(D)
added 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)
added addressing other issues the Secretary determines appropriate.
(2)
changed Considerations—Consultation— The In the examination required under paragraph (1) shall include an examination of (1), the ability of Secretary shall consult public and private stakeholders with expertise in using technology-enabled collaborative learning and capacity building models to address each of the following:in health care settings.
(A)
removed Mental health and substance use disorders, including prescription drug and opioid abuse.
(B)
removed Chronic care for patients of all ages, including children, with chronic diseases.
(C)
removed Complex care or care for the sickest and most vulnerable patients, including pediatric patients.
(D)
removed Primary care workforce recruitment, retention, and support for life-long learning.
(E)
removed Specialty care shortages.
(F)
removed Public health programs, including disease prevention, outbreaks, and surveillance.
(G)
removed Implementation of disease prevention guidelines.
(H)
removed Health care in rural areas, frontier areas, health professional shortage areas, medically underserved populations, and medically underserved areas.
(I)
removed Advanced care planning and palliative care.
(J)
removed Trauma-informed care.
(K)
removed Pregnancy care and maternal health.
(L)
removed Other health conditions and health workforce issues that the Secretary determines appropriate.
(3)
removed Consultation— In the examination of technology-enabled collaborative learning and capacity building models required under paragraph (1), the Secretary, in collaboration with the Administrator of the Health Resources and Services Administration, shall consult public and private stakeholders with expertise using such models in health care settings.
(4)
removed Federal study— Not later than 2 years after the date of enactment of this Act, the Secretary, in collaboration with the Administrator of the Health Resources and Services Administration, shall publish a study based on the examination of technology-enabled collaborative learning and capacity building models required under paragraph (1). Such study shall include an analysis of each of the following:
(A)
removed The use and integration of such models by health providers.
(B)
removed The impact of such models on health provider retention and health provider shortages in the States in which such models have been adopted.
(C)
removed 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 training.
(D)
removed The barriers to adoption by primary care providers and academic medical centers.
(E)
removed The impact of such models on the ability of local health providers and specialists to perform at the top of their licensure, including the effects on patient wait times for specialty care.
(b)
changed GAO study—Report—
(1)
changed In general— Not later than 1 year 2 years after the date of enactment of this Act, the Comptroller General Secretary shall submit to the Committee on Health, Education, Labor, and Pensions of the United States shall prepare Senate and publish a report the Committee on technology-enabled collaborative learning Energy and capacity building models. Such report shall analyze each Commerce of the following: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).
(A)
removed The use and integration of such models by health providers across the States.
(B)
removed How the Secretary has supported the use of such models through programs of the Department of Health and Human Services.
(C)
removed 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)
removed The reasons for successful State and community adoption of such models.
(E)
removed The barriers for States and communities to adopt such models.
(F)
removed Efficiencies and potential cost savings from such models.
(G)
removed How Federal, State, and local governments are funding such models, if at all.
(H)
removed 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 programs.
(2)
changed Considerations—Contents— The analysis conducted through the report required under paragraph (1) shall consider include findings from the ability of technology-enabled collaborative learning examination under subsection (a) and capacity building models to address each of the following:
(A)
changed Mental health and substance use disorders, including prescription drug and opioid abuse.An analysis of—
(i)
added the use and integration of technology-enabled collaborative learning and capacity building models by health care providers;
(ii)
added 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)
added 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)
added the barriers faced by health care providers, States, and communities in adopting such models;
(v)
added 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)
added efficient and effective practices used by States and communities that have adopted such models, including potential cost-effectiveness of such models.
(B)
changed Chronic care for patients A list of all ages, such models that have been funded by the Secretary in the 5 years immediately preceding such report, including children, with chronic diseases.the Federal programs that have provided funding for such models.
(C)
changed Complex care or care Recommendations to reduce barriers for the sickest using and most vulnerable patients, including pediatric patients.integrating such models, and opportunities to improve adoption of, and support for, such models as appropriate.
(D)
changed Primary care workforce recruitment, retention, and support Opportunities for life-long learning.increased adoption of such models into programs of the Department of Health and Human Services that are in existence as of the report.
(E)
changed Specialty care shortages.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.
(F)
removed Public health programs, including disease prevention, outbreaks, and surveillance.
(G)
removed Implementation of disease prevention guidelines.
(H)
removed Health care in rural areas, frontier areas, health professional shortage areas, medically underserved populations, and medically underserved areas.
(I)
removed Advanced care planning and palliative care.
(J)
removed Trauma-informed care.
(K)
removed Pregnancy care and maternal health.
(c)
removed Report to Congress— Not later than 18 months after the publication of the report conducted by the Comptroller General of the United States under subsection (b), the Secretary shall submit a report to Congress addressing each of the following:
(1)
removed How the findings from the report published under subsection (b) have been addressed.
(2)
removed Recommendations to Congress based on the findings of the study published under subsection (a)(4).
(3)
removed A complete listing of technology-enabled collaborative learning and capacity building models that have been funded by the Department of Health and Human Services.
(4)
removed A toolkit regarding best practices for implementing such models in the States.