This paper presents concepts and methodologies to support educators who chose to carry out research projects that focus on personal pathways, lived experiences and the learning that was generated to study competency development in the health professions. Results: This article reflects the work of an international group of researchers engaged in research about the development and the role of experiential learning in professional practice. Two broad approaches to reveal experiential learning are presented: one based on biography where an individual reveals the knowledge they have acquired by way of experience. The other is through structured and didactic task analysis, which can offer insights in how individuals and groups learn at work. Both approaches, coming from work psychology and educational sciences, afford a nuanced view of how professional competencies are developed. Conclusion: The overview provided in this article about experiential learning as a research subject and as a way to understand competency development should enable health professionals seeking ways to conduct innovative and participative research projects in health sciences education that meld both research and training.