**ABSTRACT** **Background:** Extreme health inequities are experienced by inclusion health groups (including people experiencing homelessness, problem substance use, sex workers, Gypsy, Roma and Traveller communities and vulnerable migrants), these are compounded by access barriers and health professional discrimination. An inclusion health agenda has gained momentum over the past decade, but there is a lack of understanding about how the issues are addressed in undergraduate medical education. **Aims:** To identify and analyse existing research about inclusion health content and pedagogy in undergraduate medical education. **Design:** A stepwise scoping review methodology was followed in accordance with the latest manual for evidence synthesis from Joanna Briggs Institute and the PRISMA ScR guidelines. **Eligibility criteria:** Primary research studies and evidence reviews from 2013 onwards, with a focus on undergraduate medical education relating to inclusion health. No restrictions on language. **Sources of evidence:** A search was undertaken across six bibliographic databases, identifying 7625 possible papers. Additional articles were found through citation and grey literature searching. **Results:** 74 papers were included, a majority relating to education on substance use while literature concerning sex workers and gypsy and traveller communities was very limited. Many interventions were optional, or student led, with no longitudinal integration across curricula. There was little evidence of co-production with people with lived experience or students. Challenges included limited curricula time and faculty expertise, that it is an emotionally challenging subject, limitations of the biomedical model, and the risks of informal learning perpetuating stigma. Support, structured reflection, positive role models, interaction and co-production with people with lived experience were key enablers for learning. **Conclusions:** Developments in undergraduate medical education are required to produce doctors equipped to meet the needs of socially excluded groups. We have sought to summarise key aspects of the literature that will be useful to clinicians and medical educators in this endeavour. ****Data set** The data extracted from the 74 papers included in the scoping review has been uploaded to this project page to allow open public access.For each included source of evidence, the Excell file contains the full citation and the relevant data charted. **