This study sought to construct a disciplinary core competency indicator system for medical education that embodies Chinese characteristics and integrates medical ethics, in response to the new requirements for talent cultivation under the New Medical Education initiative, thereby providing a theoretical foundation for medical education reform. Initial competency elements were extracted 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 (with 15 experts) were conducted to screen, revise, and establish consensus on the indicators. The final system comprises 3 primary dimensions (Knowledge Acquisition, Value Identification, Thinking and Action) and 18 secondary indicators. Ethics-related indicators—such as "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 significant coordination coefficients (P<0.001). 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 the central thread, aiming to achieve the two-way integration of disciplinary knowledge and life practice.