Context: Due to the COVID-19 pandemic, standard graduate medical education (GME) has been abruptly disturbed due to the infectious nature of the disease and demands for shelter in place practices. This includes cessation of all in-person clinical rotations for students. To counter this disruption in clinical experiences, the Family Medicine Service (FMS) at Penn State College of Medicine (PSCOM) initiated virtual telehealth visits or virtual “rounding” for medical students on their Family Medicine clerkship. By incorporating virtual visits and rounding into the current online learning modules, it is hoped that students will refine their skills of history taking, case presentation, documentation, clinical reasoning, and communication. Objectives: To supplement the online learning environment by adding virtual tools to better enable students to achieve clerkship competencies. The overall goal is for students to obtain sufficient knowledge, achieve adequate clinical skills, and develop the appropriate attitude to function as an acting intern. Study Design: Mixed methods study. Setting: Inpatient FMS of a suburban university based academic medical center and college of medicine. Population: Medical students participating in Family Medicine clerkships or activities. Intervention: Medical students will virtually interface with iPad tablets and pre-round with FMS clinicians on their patients. The devices will be left with the patients so students may have further virtual interaction. Students will then present the patient on rounds with the inpatient FMS team via a Zoom connection. Outcome measures: Clerkship competencies, including history taking, case presentation, documentation, clinical reasoning and communication. Experience of online learning environment and use of virtual tools for virtual rounding. Anticipated results: Clerkship competencies will be assessed by both student self-evaluation and faculty evaluation before and after the intervention, using a survey with questions based upon a 5 point scale format. Students will be asked to write a one to two page reflective narrative about their experiences. It is thought that in addition to the quantitative data, the reflective narrative will allow for qualitative thematic analysis. It is anticipated that competencies will improve as a result of the virtual interactions.