To the Editor: Since the beginning of the COVID-19 pandemic, a national consensus on medical student roles has not been established. 1 Students remain eager to participate in patient care, 1 but are distanced from patients, faculty, and rotations. This has prompted medical schools to augment nonclinical clerkship education using remote learning and telehealth. With a faculty mentor, 11 Wake Forest School of Medicine students created a clinical internship program to assist the neurology department’s telehealth response to COVID-19. The objective was to create learning opportunities for students through conversations with patients about their telehealth visit and, in the process, gather after visit data to inform clinical operations. In the first 6 weeks of COVID-19-related ambulatory telehealth, students made 1,600 structured calls and engaged with 583 patients (36.5%). Students learned by connecting with patients—their discussions about telehealth and anxiety regarding current events allowed students to learn from patients’ frontline experiences. Student-generated data contributed to the clinical response to COVID-19. Patients eagerly adopted telehealth, with 75% reporting that “all” their needs were met via televisit and 74% indicating that they would consider future ambulatory telemedicine. 2 Students improved continuity of care by identifying postvisit concerns and refill needs and by facilitating timely physician follow-up. Students gained a window into socioeconomic barriers experienced by patients. One student commented, “we’ve discussed these concepts in a didactic setting, but it is significantly more impactful to understand the effects of social determinants [of health] by speaking with real patients.” Age, financial burden, and the digital divide were prominent barriers even among patients who successfully completed telehealth visits. Students learn best by doing. In this crisis, we have found an opportunity to learn through engaging with patients and have found purpose in contributing to the pandemic response. Here, the need for physical distancing created an opportunity to learn by connecting with patients after their visit. In the future, similar programs could facilitate learning through supporting homebound patients or cancer patients undergoing treatment. Telehealth allows students to expand beyond traditional curricula and support patients in novel ways. Medical education must evolve to reflect this new reality, and we believe that emphasis on patient connection is central to a truly comprehensive medical curriculum. Acknowledgments: The authors wish to thank all the members of the student team for making this project possible including Allysen Schreiber, Alexander Ambrosini, Annie Madeline Thurman, and Dani Smith. The authors also thank Dr. Roy E. Strowd for his mentorship in establishing this clinical internship and comments on earlier drafts of this letter.