Project ECHO is proud to announce our proposal is one of the top solutions in the MacArthur Foundation 100&Change competition. We are featured among a number of promising solutions to critical problems. Learn more about how our proposal was vetted and named among the highest-scoring proposals.
What if everyone could get the high-quality services they need, from local people they know and trust?
Here at the ECHO Institute, in Albuquerque, NM, we train our partners in the ECHO Model™ to help them pursue their missions. People and organizations from all over the world are leveraging the ECHO Model to scale their own social initiatives in fields like healthcare, education, and social justice.
Using proven adult learning techniques and interactive video technology, the ECHO Model™ connects groups of community providers with specialists at centers of excellence in regular real-time collaborative sessions. The sessions, designed around case-based learning and mentorship, help local workers gain the expertise required to provide needed services. Providers gain skills and confidence; specialists learn new approaches for applying their knowledge across diverse cultural and geographical contexts. As the capacity of the local workforce increases, lives improve.
Project ECHO was launched in 2003 as a healthcare initiative before expanding into other domains. It grew out of one doctor’s vision. Sanjeev Arora, M.D., a liver disease specialist at the University of New Mexico Health Sciences Center in Albuquerque, was frustrated that he could serve only a fraction of the hepatitis C patients in the state. He wanted to serve as many patients with hepatitis C as possible, so he created a free, educational model and mentored community providers across New Mexico in how to treat the condition.
A study published in the New England Journal of Medicine found that hepatitis C care provided by Project ECHO trained community providers was as good as care provided by specialists at a university.
The ECHO model is not traditional “telemedicine” where the specialist assumes care of the patient, but is instead telementoring, a guided practice model where the participating clinician retains responsibility for managing the patient.
When all the principles are applied, a learning community in which
All Teach and All Learn
We are very grateful for the support and partnership of our funders.
Elizabeth Clewett, PhD
Chief of Staff
Summers Kalishman, PhD Director of Evaluation, Special Projects Joanna Katzman, MD, MPSH Senior Associate Director Kyky Knowles, BA Director of Replication Justyna La Pay, BSc Chief Technology Officer Bruce Baird Struminger, MD, MA, FACP Senior Associate Director Karla Thornton, MD, MPH Senior Associate Director Lynn Waln, BS Chief Administrative Officer
Service to the underserved: committing our efforts to building "a better society, one that is more just and more loving"(1)
Trust and respect: working from a place where we give the best of ourselves, we assume the best of others, and we communicate openly, honestly, and with regard for others
Excellence and accountability: maximizing our individual and organizational potential, contributing to the best of our ability, seeking to be better, and owning our mistakes.
Joy of work: nurturing an environment that allows us each to do what we do best and balance our energy
Demonopolize knowledge: sharing resources, knowledge, time and talents freely across the organization, the movement, and the world
Teamwork: recognizing that achieving our ambitions requires collective contribution and collaborative effort and cultivating a culture where we support each other, pitch in, and work together
Innovation and learning: fostering continuous evolution and new creative ideas that have the power to change the world through learning and experimentation
(1) Robert K. Greenleaf, "The Servant as Leader"