Medical training that immerses students in primary health care (PHC) can strengthen competencies for person centred and equitable care. Ageism refers to stereotypes, prejudice, and discrimination based on age. It undermines older people’s access to services, the quality of care, and autonomy, yet it remains insufficiently addressed in undergraduate curricula.We report a curricular extension activity implemented in the first semester of 2025, with 90 medical students enrolled. Supervised by faculty, the activity took place in Brazilian primary health care (PHC) clinics (Basic Health Units) within the Unified Health System (SUS) in an urban setting. Students co-created a plain-language leaflet on ageism, older people’s rights, common health needs and how to navigate local care networks. The intervention was delivered in UBS waiting rooms through brief conversation circles that combined welcoming, active listening, guided questions and practical orientation about access to services and resources. Faculty facilitated debriefing and reflection to connect community needs, communication skills and equity-oriented practice.This experience uses the waiting room as a pedagogical and citizenship space and places ageism and rights at the centre of a PHC health education device. It integrates teaching, service and community engagement while promoting intergenerational dialogue and addressing a neglected form of stigma that is relevant to everyday general practice.Accessible language facilitated engagement and understanding; horizontal dialogue and qualified listening helped identify misconceptions and barriers to service navigation; student co-authorship increased ownership and motivation. The activity proved feasible within PHC routines, but highlighted the need for systematic formative evaluation (e.g., brief pre/post questions), adaptations for sensory and literacy needs, and strengthened intersectoral partnerships to sustain and expand actions across successive student cohorts.Embedding anti-ageism content in PHC-based education aligns with humanism and equity, supports health literacy, and may improve communication and trust between services and older users.A waiting-room, student-led extension strategy is a feasible approach to integrate anti-ageism and rights-based education into PHC teaching. Future iterations should incorporate simple outcome measures and accessibility enhancements to strengthen transferability to other PHC settings.