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Objectives Addressing the societal and medical risks associated with overdiagnosis has emerged as a priority and has been tackled by various international initiatives within the research and clinical communities, including campaigns like ‘Choosing Wisely’ and the BMJ’s ‘Too Much Medicine’. However, it is unclear if and how overdiagnosis is taught at an undergraduate level. This scoping review aims to map out the existing literature on whether and how overdiagnosis is taught to medical students, by:Systematically reviewing published studies and grey literature on the inclusion of overdiagnosis in medical curriculums worldwide.Identifying the teaching methods used to address overdiagnosis in undergraduate medical education.Synthesising this information to inform the development of overdiagnosis teaching within undergraduate medical curriculums.Methods This scoping review will follow the Arkesy and O’Malley’s methodology. A comprehensive search strategy has been developed to identify any studies describing undergraduate overdiagnosis teaching. Search terms include variants of ‘medical curriculum’ and concepts related to overdiagnosis. The following databases will be searched: PubMed, Embase, EBSCO CINAHL, ERIC, Scopus. Studies focused in postgraduate settings will be excluded. Screening will be completed in duplicate using Covidence software. Content experts identified through the study team’s professional networks will be contacted to share relevant unpublished curriculum material and recommend further sources to guide the grey literature search. Data extraction will include year of publication, study design, teaching methods, content covered, assessment methods and any outcomes or challenges reported. The final charting template will be developed iteratively, following an initial pilot. Results will be synthesised narratively, grouped by key themes such as teaching methods and the extent of integration into the medical curriculum.Results At the time of writing scoping searches have been run and the final search strategy has been developed and run in the following databases: PubMed, Embase, EBSCO CINAHL, ERIC, Scopus databases. Content experts have been identified by the study team and will be contacted in the coming weeks to identify potential grey sources.Conclusions This scoping review will map the existing literature on overdiagnosis teaching in undergraduate medical education and identify gaps to inform future curriculum development. A key strength is the inclusion of medical students, clinicians, and academics on the study team, supporting a learner-informed and practice-relevant review. Findings will also inform the ongoing development of a student-selected module on overdiagnosis, which has already run in one iteration at the lead institution.