Basic science medical educators (BSME) play a vital role in the training of medical students. In a recent study, we explored factors that support or threaten the professional identity formation (PIF) of BSME. In this session, we engage participants in exploring two additional findings of this study. First, we found that the path to becoming a BSME is often unplanned and most BSME describe the transition from biomedical science research to the classroom as "serendipitous". Second, BSME must navigate their association with multiple communities of practice (i.e., basic science researchers, clinical faculty, and educators), and this influences their PIF in complex ways. A more complete understanding of both phenomena is needed to create robust and inclusive career pathways to support current and future BSME.

By the end of this session, participants will be able to:

• Identify the various pathways into the field of medical education for BSME and explore this phenomenon through the lens of social cognitive career theory.

• Construct a roadmap of their own individual career pathway by incorporating key milestones, mentors, and transitions.

• Recognize personal, social, and structural factors that have facilitated or challenged the development of their professional identity.

• Generate innovative ideas and strategies to establish a career pathway for future basic science medical educators.