It was a routine day in the UNLV School of Dental Medicine Urgent Care Clinic when an adult male patient arrived with a standard toothache. As part of his third-year clinical rotation, dental student John Regis began his usual assessment, reviewing the patient’s medical history and taking vital signs.
“We’re very detailed here. Every time we take a heart rate, blood pressure, respiratory rate — if they have other conditions, we also check things like blood glucose or oxygen saturation,” Regis explained.
During that evaluation, however, one finding stood out: The patient’s heart rate measured about 44 beats per minute.
“At first I was thinking, 'OK, the most common cause of irregularity usually is atrial fibrillation',” Regis said. The patient denied any history of AFib, prompting further evaluation. Because the patient was stable and not in immediate distress, and in accordance with clinic protocol under faculty supervision, Regis drew on his Advanced Cardiac Life Support (ACLS) training and requested permission from the overseeing oral surgeon to place a three-lead EKG.
The EKG revealed sinus bradycardia with occasional premature atrial and ventricular contractions, findings consistent with a heart compensating for a slower rhythm that was likely related to a recently prescribed medication.
“When I saw that rhythm, that was more of an a-ha moment, like, ‘Oh, that’s what’s going on,'" Regis said.
What might otherwise have been recorded as an irregular pulse became a precise clinical snapshot of the patient’s cardiac status. With ACLS training, Regis was able to interpret the findings and communicate a detailed, time-stamped report to the patient’s cardiologist.
“Talking to that doctor, we were speaking the same language,” Regis said. “My hope is that ACLS training helps more dental professionals be able to speak that language as well.”
That shared language is central to why Regis now teaches Advanced Cardiac Life Support to dental students at UNLV School of Dental Medicine.
Regis volunteers his time to provide ACLS training to his peers. His appreciation for emergency preparedness was shaped by experience working as a paramedic during the COVID-19 pandemic, where he gained exposure to high-acuity medical emergencies. He continued working in that capacity during the early years of his dental education.
While dental students are required to complete basic life support certification, most do not receive hands-on instruction in advanced emergency procedures, such as IV placement, EKG interpretation, electrical therapy, or emergency medication administration.
“That background made the gap in training difficult to ignore,” Regis said. “Emergencies can happen in the dental chair. When they do, we need to be prepared not only to recognize them, but to respond appropriately and confidently.”
To address this, Regis developed a three-part ACLS workshop series for dental students. The program progresses from foundational emergency skills to applied clinical decision-making in simulated environments. Students practice airway management, IV placement, EKG interpretation, emergency medications, and electrical therapy before applying those skills in high-fidelity “mega code” scenarios.
“The scenario-based practice is the biggest learning opportunity,” Regis said. “Students get to run the entire scenario themselves, from assessment through treatment decisions.”
The program is offered through the Oral Surgery Club with faculty support and donated simulation equipment. It has trained multiple cohorts of students and continues to expand annually.
Faculty note the program’s impact on student readiness and clinical confidence.
“John is passionate about teaching the right way and does not allow students to cut corners or skip over critical material,” said Dr. Ken Reed, program director for the anesthesiology program. “He ensures they are fully prepared to apply these skills in real clinical situations.”
Students who have participated report increased confidence in managing medical emergencies.
“As a dental student frequently working with patients who have compromised health and preexisting conditions, this course helped me feel very prepared to respond in emergency health situations if and when necessary,” said fellow third-year dental student Thomas Milligan.
“This training was an eye-opening experience. More importantly, I feel confident that I can be there for my patients when it matters most,” said Eric Sedlak, now in his second year at the dental school.
At its core, ACLS training extends beyond emergency response. It reinforces how clinicians think, communicate, and collaborate within a shared healthcare system.
For patients, the message is straightforward: Dental care is healthcare. Providing complete and accurate medical information allows dental and medical providers to work together more effectively.
When clinicians share a common clinical language, care becomes more coordinated and precise. When that communication is strengthened through training such as ACLS, the healthcare system becomes more integrated, responsive, and better equipped to serve patients.
