Background <p>The effects of mindfulness on personal development and positive self-related outcomes in learning and professional contexts have been studied extensively. However, the associations of positive psychology instruction with embedded mindfulness exercises with professional calling and self-concept clarity remain underexplored among medical students.</p> Methods <p>The present study examined whether participation in such instruction was associated with changes in professional calling and self-concept clarity among 105 medical students at Shandong Xiehe University. The participants were divided into two groups: a training group (<i>n</i> = 51) and a control group (<i>n</i> = 54). Both groups completed the Cognitive and Affective Mindfulness Scale-Revised (CAMS-R), the Calling and Vocation Questionnaire (CVQ), and the Self-Concept Clarity Scale (SCCS). Over 16 weeks of study, the training group received a course that incorporated positive psychology and mindfulness exercises, while the control group received no training or intervention in these areas.</p> Results <p>The results indicated that the training group showed greater increases in mindfulness, professional calling, and self-concept clarity compared to the control group.</p> Conclusions <p>These findings indicate that integrating mindfulness-related practices into positive psychology instruction was associated with higher levels of mindfulness, professional calling, and self-concept clarity among medical students in this study.</p>