To investigate students' evaluation of teachers' application of expectancy effects in ideological and political education courses and its influencing factors in medical universities, a self-designed questionnaire titled Assessment of Teachers' Expectancy Effects in Ideological and Political Courses for Students in Medical Universities was administered to 349 students at a medical university in Jiangsu Province. The results revealed that students' overall rating of teachers' expectancy effects was 3.08±1.48 (on a 5-point scale), indicating a moderate-to-high level. Multiple regression analysis showed that gender (β=0.18), major (β=-0.38), political status (League members: β=-0.32; non-party members: β=-0.12; reference group: Communist Party members), and student leadership experience (β=0.20) significantly influenced their evaluations (P<0.05). Further analysis of student suggestions and expectations highlighted that teaching methods, emotional interaction, and expectation delivery also partially affected their assessments. These findings underscore the importance of actively addressing group differences among medical students and improving the classroom quality of ideological and political courses in medical institutions.