Purpose: Face-to-face courses are a typical format for instruction of many physical therapy (PT) courses grounded in foundational science, such as anatomy. Though most anatomy courses in PT curricula have an accompanying laboratory, group classes that are largely lecture based are typically the main method of content delivery. Online learning management systems (LMS) have increased in use and many are integrated with lecture capture systems. These lecture capture systems have been used to deliver content exclusively online for remote learning, as part of hybrid courses, or to record the face-to-face lectures for student reference. The purpose of this study is to describe the use of lecture capture during face-to-face anatomy lectures and the students’ usage of the material after attending the lecture. Methods/Description: The instructor used a wireless microphone and wide-angle web camera placed remotely to the podium to capture the presentation screen and the complete area the instructor uses during typical instructional activities (i.e. not just the area of the area of the podium or immediately in front of the instructor's computer). Recordings using Panopto lecture capture software (were made of each class during the quarter. Data was collected over two years of the functional anatomy course for the extremities in the Fall quarters of 2017 and 2018. Viewing statistics were gathered for each session including hours of content delivered, hours of content viewed, number of views, and individual student views. Results/Outcomes: Data will be reported in the format of data collected in 2017 and 2018 in this section. There were 17 and 18 total lectures captured during the quarters for a total of 1359.23 and 1353.68 minutes in 2017 and 2018 respectively. Of the class of 88 and 87 students in the Doctor of Physical Therapy, Masters of Occupational Therapy, and Masters of Prosthetics and Orthotics programs, 68 and 74 (78% and 86% of class) different students reviewed at least a part of at one lecture. About 1/3 of students who viewed any lecture came back for multiple viewings, often right after lecture and then again before an exam. The total number of views was 891 and 1089 (average 52.4 and 60.5) per lecture. Students viewed part, or all of the lecture from 1 to 8, and 1 to 13 times. There were 16-44 and 21-50 students who viewed each lecture (average 30.5 and 34.3). The amount of lecture that was viewed ranged from 1 minute to 100% of the lecture (average 46.71% and 40.35%). Students reported appreciating having the lecture capture available to them by positively endorsing the statement "The Panopto lectures were useful to me" at 73% and 79% of respondents (96.6% and 84.8% people in the class). Attendance was not affected by lecture capture. No correlation was found with student viewing and student performance. Conclusions/Relevance to the conference theme: Overall, students do utilize the lecture capture to rewatch entire classes or portions of classes that they may not have understood. Use of the lecture capture software was minimally burdensome to the instructor with only about 20 minutes of added time per lecture, but did not impact the nature of the instruction. Students appreciated the ability to re-visit lectures and ended up requested this technology be used in other courses. Though no direct correlation was found with student grades, it is felt that the students who did not perform as well in the course compared to the mean of the class may have utilized the recordings as a method to do well enough in the course to pass and remain in the program. It is unknown if those students may have failed the course without the use of Panopto to re-enforce some concepts and the lecture capture use was one of their main strategies for their personal success in passing the course.