We must rewrite our stories to question assumptions about our own actions, intentions and values, and every taken for granted about others, particularly those with less power (patients, students, less dominant colleagues), and every unthought-through acceptance of the status quo, even that seemingly written in stone. And we must elicit and listen to the responses of peers. Listening critically to the stories of those peers also enables developmental learning from their experience. It is the exploration of experience, knowledge, values, identity that matters, rather than any attempt to arrive at a ‘true’ account (Doyle 2004).