This systematic scoping review (SSR) aims to map and address the research question, "What is known about self-care education interventions among medical students?" The review was guided by the Systematic Evidence-Based Approach (SEBA) and conducted between January 1, 2000, and June 30, 2023, in databases such as PubMed, Embase, PsycINFO, ERIC, Google Scholar, and Scopus. A total of 6128 abstracts were identified, with 429 full-text articles evaluated, and 147 articles included. The identified domains were definition, topics, pedagogy, influences, outcomes, and assessment. Peer-led mindfulness-based interventions showed the most promise in enhancing engagement, positively impacting personal well-being, and improving patient care. However, self-care education is poorly recognized, adopted, and integrated into curricula. The review concludes that dedicated time and conducive practice environments within medical school curricula are required to enhance medical student well-being. Host organizations must ensure faculty are appropriately selected to instill the importance of self-care, provide training to assess and personalize self-care interventions, and offer longitudinal assessment and support. Further studies are needed to assess self-care capabilities.This systematic scoping review (SSR) aims to map and address the research question, "What is known about self-care education interventions among medical students?" The review was guided by the Systematic Evidence-Based Approach (SEBA) and conducted between January 1, 2000, and June 30, 2023, in databases such as PubMed, Embase, PsycINFO, ERIC, Google Scholar, and Scopus. A total of 6128 abstracts were identified, with 429 full-text articles evaluated, and 147 articles included. The identified domains were definition, topics, pedagogy, influences, outcomes, and assessment. Peer-led mindfulness-based interventions showed the most promise in enhancing engagement, positively impacting personal well-being, and improving patient care. However, self-care education is poorly recognized, adopted, and integrated into curricula. The review concludes that dedicated time and conducive practice environments within medical school curricula are required to enhance medical student well-being. Host organizations must ensure faculty are appropriately selected to instill the importance of self-care, provide training to assess and personalize self-care interventions, and offer longitudinal assessment and support. Further studies are needed to assess self-care capabilities.