Background: Informed consent is a critical ethical and legal obligation in medical practice, ensuring patient autonomy and shared decision-making. However, medical interns' competency in obtaining informed consent varies widely, reflecting inconsistencies in understanding and application. Methods: A systematic review of 21 articles, including systematic reviews, narrative reviews, and original research studies published between 1991 and 2025 was conducted. The review focused on informed consent processes, medical ethics, and educational strategies for interns. Evidence levels ranged from II (lower-quality randomised controlled trials) to IV (case series and expert opinion). Data on training methods, competency outcomes, and intervention effectiveness were extracted and synthesised narratively. Results: The review revealed substantial variability in interns' competencies, influenced by institutional training frameworks and clinical exposure. Simulation-based training demonstrated significant improvements in documentation (p=0.01) and communication skills (p=0.01). However, gaps remain in understanding patient rights and engaging patients in decision-making. Historical and contemporary studies highlight systemic issues, reinforcing the need for structured, technology-driven educational interventions. Conclusion: Simulation-based training offers a promising avenue for improving informed consent competencies among interns. However, systemic deficiencies in education and clinical application persist. Standardised training, empathy-building exercises, and ongoing competency assessments are crucial to enhancing patient-centred care.