A systematic scoping review was conducted to explore self-care education among medical students. The review identified six domains: definition, topics, pedagogy, influences, outcomes, and assessment. Mindfulness-based interventions were found to be the most promising, enhancing engagement, personal wellbeing, and patient care. However, self-care education remains underdeveloped in most medical schools, with limited recognition, adoption, and integration into curricula. The review highlights the need for dedicated time and supportive environments in medical education to improve student wellbeing. Faculty should be trained to assess and personalize self-care interventions, and longitudinal support should be provided. The study emphasizes the importance of individualized approaches to address the diverse challenges faced by medical students, including academic, clinical, and personal stressors. It also underscores the need for further research into assessing self-care capabilities and improving the culture of self-care in medical education. The review concludes that self-care education should be formally integrated into medical curricula, with trained tutors, protected time, and appropriate settings to ensure effective implementation. The findings suggest that peer-led and mentorship-based approaches, along with role modeling and supervision, are essential for successful self-care education. The study also highlights the importance of addressing mental and emotional health in medical students, ensuring access to self-care interventions and adequate support. Limitations include the focus on English-language studies and potential regional differences in healthcare systems. Overall, the review calls for a comprehensive approach to self-care education in medical training to enhance student wellbeing and patient care.A systematic scoping review was conducted to explore self-care education among medical students. The review identified six domains: definition, topics, pedagogy, influences, outcomes, and assessment. Mindfulness-based interventions were found to be the most promising, enhancing engagement, personal wellbeing, and patient care. However, self-care education remains underdeveloped in most medical schools, with limited recognition, adoption, and integration into curricula. The review highlights the need for dedicated time and supportive environments in medical education to improve student wellbeing. Faculty should be trained to assess and personalize self-care interventions, and longitudinal support should be provided. The study emphasizes the importance of individualized approaches to address the diverse challenges faced by medical students, including academic, clinical, and personal stressors. It also underscores the need for further research into assessing self-care capabilities and improving the culture of self-care in medical education. The review concludes that self-care education should be formally integrated into medical curricula, with trained tutors, protected time, and appropriate settings to ensure effective implementation. The findings suggest that peer-led and mentorship-based approaches, along with role modeling and supervision, are essential for successful self-care education. The study also highlights the importance of addressing mental and emotional health in medical students, ensuring access to self-care interventions and adequate support. Limitations include the focus on English-language studies and potential regional differences in healthcare systems. Overall, the review calls for a comprehensive approach to self-care education in medical training to enhance student wellbeing and patient care.