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Medical training, although rewarding, is among the most physically, emotionally, and psychologically demanding career paths []. Medical students and junior doctors face a challenging curriculum alongside long working hours, frequent examinations, the need to stay current with medical literature, and engagement in extracurricular activities to remain competitive []. These demands occur during early adulthood, a period of key personal development and identity formation, and are compounded by broader healthcare system pressures, including workforce shortages, limited funding, and increasing clinical complexity driven by technological advances and an ageing population [, ]. Given these stressors, it is no surprise that rates of burnout among medical students and doctors are soaring and unlikely to abate without specific interventions [, , ]. Although reported prevalence estimates vary widely, from 5.6% to 88% depending on geographical context, academic stage, and assessment tool, burnout is consistently linked with negative outcomes, including loss of intrinsic motivation, academic disengagement, thoughts of quitting medical school or work, and reduced social support []. A strong sense of vocational calling to medicine has been identified as a protective factor against burnout. Physicians who perceive medicine as a calling report lower odds of burnout and career regret compared with those with a weaker sense of calling [, ]. Conversely, disconnection from this sense of meaning, particularly in bureaucratic or dehumanizing clinical environments, has been associated with increased burnout risk []. While systemic and institutional stressors significantly contribute to medical student and junior doctor burnout, fatigue, and loss of productivity, personality plays a critical role in shaping how they perceive, interpret and respond to these challenges [, , , , , ]. Personality traits function as key psychological resources that can either buffer against or amplify emotional strain during medical training. In medical education research, person‐centered approaches have revealed meaningful sub‐groups of students based upon distinct personality configurations. For example, students with certain personality profiles consistently reported higher well‐being, greater emotional stability, and stronger alignment with people‐oriented career paths []. This highlights how meaningful combinations of temperament and character traits can yield richer insights into students' adaptation, motivation, and professional development than analyzes focused on single traits alone. Despite these insights, few studies have integrated variable‐centered (modeling how traits relate to outcomes across variables) and person‐centered (modeling how traits relate to outcomes across individuals) approaches to examine how personality relates to well‐being and vocational motivation in medical education [, ]. Moreover, most person‐centered studies rely on exploratory clustering methods rather than theoretically grounded, empirically validated profiles from Cloninger's research, limiting comparability and cumulative value [, , , , ].