In response to the new requirements for talent cultivation under the New Medical Education initiative, this study aims to construct a disciplinary core competency indicator system for medical education that reflects Chinese characteristics and integrates medical ethics, thereby providing a theoretical basis for medical education reform. Initial competency elements were identified through international comparisons and policy text analysis. The cohesive subgroup method was employed to cluster these elements into a preliminary three-dimensional framework of knowledge, attitude, and volition. Three rounds of Delphi expert consultation involving 15 experts were conducted to screen, revise, and validate the consensus on the indicators. The final system comprises three primary dimensions (Knowledge Acquisition, Value Identification, Thinking and Action) and 18 secondary indicators. Ethics-related indicators, including “Medical Humanistic Literacy” “Medical Ethics Awareness” and “Medical Ethical Knowledge”, achieved a high level of expert consensus on their importance. The expert authority coefficients for the three consultation rounds were 0.865, 0.875 and 0.859, respectively, with statistically significant coordination coefficients. The coefficients of variation for all final indicators were below 0.25, indicating strong scientific validity and expert consensus. The study suggests that future medical education should be guided by the principle that “Medicine is Humanism” with ethical consciousness and humanistic care as central themes aiming to achieve the mutual integration of disciplinary knowledge and life practice.