Background: Concussions are a public health concern. Underdiagnosis and mismanagement negatively impact patients, risking in persistent symptoms and permanent disability. Objective: This scoping review consolidates the heterogeneous and inconsistent concussion research and identifies key areas for medical education curriculum design to focus on for effective knowledge acquisition and bolstering competency in family physician residency. We analyze the literature on concussion education spanning various healthcare disciplines in North America. Methods: PRISMA-Sc was followed and MEDLINE and EMBASE Classic + EMBASE in the OvidSP search platform were used to find terms for brain concussion AND medical education OR specific education until 2021. Results: There are significant knowledge gaps about concussions, increased clinical exposure is required for competency which bolster physical examination skills and streamlined concussion guidelines are required for family medicine specialists that filter undifferentiated symptoms 25% of participants improved adherence to concussion guidelines after an educational intervention and knowledge increased after concussion workshop and clinics. Conclusions: Multifaceted teaching improves concussion diagnosis and management. More research is needed to examine concussion competency and, more importantly, whether these interventions improve patient outcomes.