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Educacional Product Práticas assistenciais efetivas e seguras para pessoas privadas de liberdade: compenente curricular optativo(Universidade Federal do Rio Grande do Norte, 0016-07-25) Medeiros, Diego Henrique Brilhante de; Batista, Almária Mariz; Batista, Almária MarizThe Brazilian prison system poses unique challenges to healthcare practices, particularly regarding the use of psychotropic medications and the management of mental health conditions. People deprived of their liberty, often subjected to precarious confinement, face conditions that exacerbate preexisting health problems and increase their physical and psychological vulnerability (Freitas; Caliman, 2017). Given this scenario, it is essential to train healthcare professionals to ethically, safely, and effectively address the needs of this population, promoting comprehensive and humane care (De Jesus; Scarparo; Lermen, 2013). The proposed elective course, "Effective and Safe Care Practices for People Deprived of Liberty," is an innovative initiative of the Multicampi School of Medical Sciences of the Federal University of Rio Grande do Norte (EMCM/UFRN). It aims to integrate evidence-based clinical practice teaching with the specificities of the prison environment, training undergraduate medical students to understand and address challenges related to the rational use of psychotropic drugs, the management of disruptive behaviors, and the impact of confinement conditions on care practices. Headquartered in the municipality of Caicó, in the interior of Rio Grande do Norte, the Multicampi School of Medical Sciences of the Federal University of Rio Grande do Norte (EMCM/UFRN) mission is to meet local-regional health demands, promoting excellent medical training guided by social responsibility. Students develop practical activities throughout the course in specialized health services distributed across various municipalities in the state, such as Caicó, Currais Novos, Santa Cruz, and Natal, ensuring a diverse and territorially integrated education. The school offers undergraduate medical degrees, medical residency programs (Internal Medicine, General Surgery, and Family and Community Medicine), multidisciplinary residency programs, and a Professional Master's in Education, Work, and Innovation in Medicine. The initiative aligns with national and international prison health guidelines, particularly the National Policy for Comprehensive Healthcare for Persons Deprived of Liberty in the Prison System (PNAISP), which emphasizes the need for professional training to ensure integrated care practices (Barbosa et al., 2022). It also aligns with key health education documents, such as the Global Consensus on Social Accountability of Medical Schools (GCSA, 2010), the National Curricular Guidelines for Undergraduate Medical Courses (Brazil, 2022), the National Common Core for Professional Education in Health (Brazil, 2017), and the Pedagogical Project for the EMCM/UFRN Medical Course (2023). This highlights the proposal's commitment to ethical, critical education that is committed to equity and human rights. The curricular component also aims to provide balanced theoretical and practical training, based on the principles of ethics, clinical effectiveness and care safety, valuing interventions that respect the dignity and rights of people deprived of liberty. In turn, considering the curricular organization of the EMCM/UFRN undergraduate medical school, the elective course is planned to be offered in the fourth semester. At this time, students have already been introduced to the fundamentals of Public Health, which permeate the first semesters of the course, and begin contact with topics related to mental health and the use of psychotropic drugs, particularly in the course "Mental and Behavioral Problems." Also noteworthy is the connection with the Integrated Community Experience (VIC), a longitudinal and cross-sectional component that aims to immerse students in diverse territories and settings within the Unified Health System (SUS). By integrating this axis, the elective component contributes to deepening students' connection with realities marked by social and institutional vulnerabilities, such as the prison system, promoting the development of mental health care skills from a broader, critical perspective, committed to social justice. Offering the course during this period provides a robust theoretical foundation before practical insertion between the fifth and eighth periods, in which students work in Basic Health Units and outpatient clinics, through the Family and Community Medicine axis. In this way, the course contributes to the consolidation of essential knowledge and prepares future physicians for critical, integrated practice that is sensitive to the complexities of the prison environment. The development of the curriculum component was based on three complementary strands, which ensured conceptual, methodological, and pedagogical robustness. The first consisted of an integrative review of care practices in the prison system, with an emphasis on the use of psychotropic medications, which supported the selection and organization of the program content. The second integrative review focused on teaching-learning methodologies and assessment models used in healthcare delivery for people deprived of liberty, contributing to the definition of the course's pedagogical strategies. Finally, a documentary analysis—including curricular guidelines, the EMCM/UFRN Medical School Pedagogical Project, and guiding documents for medical training—allowed the proposal to be aligned with the desired graduate profile, centered on an ethical, critical, humanistic, and socially committed education with the Unified Health System (SUS).