A scoping review of autoethnographic approaches in medical education research

Autoethnography has emerged as a qualitative approach that integrates personal experience with cultural and professional analysis. Although its use is increasing in medical education, the scope, purposes, and methodological characteristics of this literature have not been comprehensively mapped. We conducted a scoping review following the PRISMA Extension for Scoping Reviews and Arksey and O’Malley’s framework as developed in Joanna Briggs Institute guidance. Five databases (MEDLINE, Embase, Anthropological Index Online, ERIC, and PsycINFO) were searched from inception to 1 January 2026. Eligible studies explicitly employed autoethnographic approaches and involved medical students, physicians, or medical educators. Data were extracted using an AI-assisted workflow and synthesized descriptively. Fifty-three studies were included. Publications increased markedly after 2020. Most originated from North America and the United Kingdom. Collaborative autoethnography was the most common approach (51%), followed by solo applications and autoethnography embedded in broader studies. Study purposes were grouped into six categories, including exploration of cultural and social contexts, professional identity formation, and curriculum development. Reflective writing was the predominant data source (81%), often combined with interviews, group processes, and observational methods. Ethical considerations commonly addressed institutional approval, consent, and anonymity, whereas relational ethics were less frequently discussed. Collectively, these features suggest autoethnography is being adapted as a practical and pedagogical tool rather than applied as a fully specified research methodology. Based on these findings, we developed a conceptual process model of how lived experience becomes knowledge through autoethnography in medical education. Autoethnography is a rapidly expanding and methodologically diverse approach in medical education research. Beyond illuminating lived experience, it may also function as a pedagogical and transformative practice. These predominantly North American and UK findings should be interpreted accordingly. Greater clarity in methodological reporting and increased attention to relational ethics are needed to support its rigorous and responsible application.Practice pointsAutoethnography in medical education has expanded rapidly since 2020, mainly in North America and the UK.Collaborative autoethnography predominates; most studies do not name an autoethnographic tradition.Reflective writing is the main data source.Relational ethics toward people portrayed in narratives is under-reported.Autoethnography may serve as a pedagogical and transformative practice, not only a research method. Practice points Autoethnography in medical education has expanded rapidly since 2020, mainly in North America and the UK. Collaborative autoethnography predominates; most studies do not name an autoethnographic tradition. Reflective writing is the main data source. Relational ethics toward people portrayed in narratives is under-reported. Autoethnography may serve as a pedagogical and transformative practice, not only a research method.