In the wake of the challenges of 2020, educators at Baylor responded to the call for increased long-distance learning opportunities for our students, residents, and patients in a multitude of ways. The demand for social distancing in a profession that thrives on social contact, in-person communication, and hands-on work has resulted in the integration of technology. At some point over the last two years, you have probably described an orthosis or prosthesis to a patient who hasn't seen the device before. You may have used photographs, printed handouts, digital brochures, or even videos of someone using the device. Regardless of how you initially describe the device, when your patient can finally see the item in person and hold it in their hands, they may have said, "Oh, that's what you meant!" or "I was picturing something different." Either way, it's obvious that the person understands the device after seeing it in three dimensions. When patients are armed with a deeper understanding, they are equipped to ask relevant and thoughtful questions about their care plan, device use instructions, or even device fabrication methods. The disconnect between two-dimensional representations and complex three-dimensional O&P devices is massive—one that we have all taken in stride at one time or another by saying, "This will make more sense when you see it" (TWMMSWYSI).