Purpose
Supports and threats to professional identity formation of basic science medical educators (BSME) have recently been described; however, little is known about BSMEs’ unique knowledgeability, which encompasses both competence (i.e., knowing) and identity (i.e., being). The dearth of literature on this important group is a barrier to approaches to BSME training, recruitment, and faculty development that best enable this important group to meet their responsibilities within the mission of medical education.

Methods
We drew on 58 in-depth interviews with BSME from 7 US allopathic medical schools to explore how they navigate development of their competence and identity in the landscape of medical education practice (LoMEP). We conducted thematic analysis to construct themes.

Results
We found that BSME knowledgeability, developed during their training in the biomedical research community of practice, was expanded through interactions with other communities in the medical education landscape. Specifically, their knowledgeability was modified as BSME translated foundational aspects of their competence and identity and as research scientists and connected their biomedical science knowledge to the practice of healthcare to align with students’ goals of becoming competent physicians. BSME ongoingly navigated precarious legitimacy in their interactions with their multiple CoPs.

Conclusions
This study highlights strengths inherent in BSME knowledgeability and captures the unique skills gained from navigating multiple communities of practice. The findings have theoretical and practical implications by expanding the understanding of the concept of knowledgeability to an understudied group and informing faculty development initiatives to better support BSME contributions to the medical education mission.