Learning Task Analysis

3. Learning tasks
The learning task analysis is a list of goals that describe what the learners ought to know and equipped skills and knowledge. It is essential for learners to achieve those goals (Smith and Ragan, 2005, p.76).
This program utilizes presentation, demonstration; real case scenario and role play to equip learners with learning and abilities to record 12-lead ECG precisely. The reason is to prepare healthcare assistants who need to be skilled with information and aptitudes to record 12- lead ECG.
The program objectives are:
Learners will be able to:
1. Identify normal heart conduction system.
2. Review the electrophysiology of the heart as it relates to the ECG.
3. Discuss the indications for recording 12-lead ECG.
4. Identified

Demonstrate correct techniques by locating the intercostals space for recording 12-lead ECG.
7. Identify possible factors affecting quality of ECG.
8. Recognize the correct reporting workflow after recording 12-lead ECG.
9. Recognize factors which influence accuracy and safe use of equipment.

4. Assessment
Assessment is used to determine if learning has occurred during instructional process (Smith and Ragan, 2005, pg.10). There are 2 form of assessment in the program: formative assessment and summative assessment. Learners will be evaluated by verbal questionings and 1 supervised practice using a skill checklist (Appendix 2) as formative assessment. From Melland and Volden (1998) discussion, classroom assessment is a type of formative assessment, 3 domains of learning which is cognitive, psychomotor and affective can be assess. When engaged in instructional design, it is less common for the designer to have affective objectives than cognitive objectives (Smith and Ragan, 2005, pg. 266). In the program, observation will be used to assess affective objective.
As for summative assessment, learners must accomplish at least than half for the multiple choice theory test 50% and minimum 3 supervised practices during on-the-job training under appointed trainer. At the end, statement of achievement will be given and it is valid for 1

• Ability to explain the procedure and show caring component during the assessment.
• Ability to locate intercostals space correctly to attach the electrodes
• Ability to demonstrate good skin preparation, use of quality electrodes, proper electrode application, good electrode-to-patient contact, artifact elimination, and/or proper lead selection
• Ability to demonstrate the correct report system after recording ECG
• Ability to demonstrate to use the ECG machine correctly and safely

From the beginning of the program, learners are given pre-reading materials. In the class, there will be presentation, demonstration by trainer, group discussion, video viewing, theory test and practice session for learners. At last, there is a practical assessment. Gagne (Smith and Ragan, 2005, p. 129) has suggested that there are 9 events of instructions that can be included in the lesson to guide towards the direction of the learning outcomes. All the aforementioned will be further summarized utilizing the 9 events of instructions as demonstrated in table 3. Not to neglect to specify, resources assume an important part in the delivery of the program as