The mission of pediatric medical education is to train the workforce who will provide and innovate child healthcare, including addressing healthcare inequities for children and adolescents of color. A diverse physician workforce is associated with more equitable outcomes. Therefore, it is imperative that our workforce continue to reflect the ever-growing diverse nature of our society. While diversity has been at the forefront of conversations for increasing the number of underrepresented communities in medicine, inclusion and equity are oftentimes overlooked. It is crucial to recognize that while diversity is an important aspect to the UIM experience, the overall impact of diversity is diluted when it is not paired with inclusion and equity. Therefore, the purpose of this paper is to illustrate the experiences that shape inclusion and equity for UIM physicians along the training continuum and how negative factors may impact the wellness and career longevity of UIM physicians. Our study explored the experiences of UIM physicians throughout their medical education through the lens of inclusion and equity by exploring three common factors: social support, racism and discrimination, and well-being and burnout. There may be a perception that stressors, including racial discrimination, diminish with progression through one's educational career; however, this review suggests that these stressors manifest differently relative to the trials inherent to each career stage. By exploring the interplay between these factors and the UIM experience as a continuum, we are better able to discuss effective solutions to diversity, equity and inclusion for UIM physicians.

儿科医学教育的使命是培训能够提供和创新儿童医疗保健的劳动力，包括解决有色人种儿童和青少年的医疗保健不平等问题。多元化的医师队伍与更公平的结果相关。因此，我们的员工队伍必须继续反映我们社会不断增长的多样化性质。虽然多样性一直处于增加医学领域代表性不足社区数量的对话的最前沿，但包容性和公平性往往被忽视。认识到虽然多样性是 UIM 体验的一个重要方面，但如果不与包容性和公平相结合，多样性的整体影响就会被稀释，这一点至关重要。所以，本文的目的是说明在整个培训过程中塑造 UIM 医生的包容性和公平性的经验，以及负面因素如何影响 UIM 医生的健康和职业寿命。我们的研究通过探索三个常见因素：社会支持、种族主义和歧视、幸福感和倦怠，从包容和公平的角度探讨了 UIM 医生在整个医学教育过程中的经历。人们可能会认为，包括种族歧视在内的压力源会随着一个人的教育事业的发展而减少；然而，本综述表明，这些压力源相对于每个职业阶段固有的试验表现不同。通过探索这些因素与 UIM 体验作为一个连续体之间的相互作用，