The Rhodes Must Fall Movement (Bosch, 2017) in 2015 in South Africa sparked a global movement into decolonisation, leading to individuals and organisations taking an introspective look for engrained biases and discrimination in their values, policies, and the way they run on a day-to-day basis. This has led to the rise of other movements, like the “decentralized political and social movement” Black Lives Matter (Black Lives Matter, n.d.), which aim to challenge and increase awareness of the systematic biases faced by ethnic minorities. One of the main sectors that improvements can be made is in higher education, both in taught and research activities. Much of the effort for decolonising higher education have focussed on the taught curriculum, with less focus to date on decolonisation of the university including the decolonisation of research, or the attainment of scientific knowledge (Van Niekerk, 2019) . Currently, a large proportion of both laboratory and clinical based research in the field of medical sciences is rooted in eugenics, colonial and neo-colonial history which seek to uphold Eurocentric ideals (Naidu, 2021). These aspects of medical science research have subsequently led to an unequitable workforce and an unjust medical system which do not appreciate the diverse expertise and experiences available to inform current practices (Büyüm, Kenney, Koris, Mkumba, & Raveendran, 2020). These biases highlight the importance of self-reflection within the education sector, particularly in higher education institutions aiming to deliver an inclusive, globally minded, open community that provide the highest quality environment for students and staff to thrive in. Decolonising research will not be accomplished by simply recruiting staff from underrepresented minoritized ethnic groups, nor by adding authors from minoritized groups to reading lists; the solution requires a comprehensive adjustment in milieu. Although there is a growing body of literature on decolonising taught curricula, including in medical sciences (Gishen & Lokugamage, 2019) there is a lack of robust guidance or published information regarding decolonising research. This scoping review aims to provide an overview of the extent and content of the existing evidence-base and resources relevant to decolonising research within higher education institutions, particularly focussing on medical sciences.