For medical educators, autoethnography as a research methodology provides a means of active engagement in reflective practice, ranging from teaching and educational innovation to interactions with patients and colleagues. In this way, they may benefit from the systematic reflexivity required, improve their interactions with the people around them, as well as demonstrate ongoing personal development and improve their skillset as an educator. On a wider level, autoethnography has the potential to study a culture or a phenomenon as it is directly and personally experienced by the author, thereby providing unique insight into medical education theories and/or the patient-physician relationship. As autoethnography often examines sensitive issues, hidden aspects of our lives or untold stories, it is clear that autoethnography poses several ethical and moral challenges which must be considered when the relevant research is planned. In this essay, I will discuss some of the ethical considerations of autoethnography which are relevant in the medical education context, and highlight potential legal considerations of these published personal reflections. To do this, I will discuss issues of validity with autoethnography, ownership of the stories, the tension between authenticity and anonymity, ethics of representation of study participants and relevant legal issues which may impact the use of autoethnography in the healthcare setting.