Psychological predictors of medical students’ participation in international educational experiences: A retrospective study

The internationalization of medical education offers key opportunities for developing global health competencies. However, students’ participation in international educational experiences (IEEs) varies considerably. This study investigated whether psychological factors assessed at the beginning of medical training – specifically personal values, empathy, dispositional mindfulness, and emotion regulation – predict subsequent IEE participation and destination type (low-/middle-income vs. high-income countries). A total of 854 medical students (51.6% female) from six consecutive cohorts at a university in Northern Italy completed baseline self-reported measures (Personal Values Questionnaire, Interpersonal Reactivity Index, Five Facet Mindfulness Questionnaire, and Difficulties in Emotion Regulation Scale) during their first academic semester. IEE participation and destination were retrieved from institutional records after program completion. T-tests and logistic regression analyses were conducted. Students who engaged in IEEs reported higher self-transcendence and openness to change values, lower Tradition, greater Empathic concern, lower mindfulness, and more difficulties in emotion regulation. Logistic regression showed that higher Universalism and greater difficulties in goal-directed behavior increased the likelihood of IEE participation, while higher Tradition scores reduced it. No significant differences in psychological traits were found between students choosing LMICs versus HICs. Psychological profiles assessed early in medical school predicted later engagement in IEEs. These findings support the utility of early psychological assessment to inform tailored support strategies and foster global engagement in medical education.