Objective To explore the effectiveness of drawing-based method  in medical courses and their impact on students’ learning habits, academic performance, and comprehensive competencies, in order to meet the demand for high-quality, interdisciplinary, and innovative talent, and provide theoretical support for integrating aesthetic education into medical training.   Methods A questionnaire survey was conducted among medical students(n=310) at Dalian Medical University, covering the frequency of using drawing method  and their effects on learning outcomes, innovation ability, and humanistic qualities. Data were analyzed using the Chi-square test and Fisher’s exact test (P<0.05).   Results Totally 93.6% of students approved of using drawing method  for learning medical courses, with 70.8% having developed a habit of drawing-based learning. Students with stronger drawing skills were more inclined to use drawing method and supported their application in teaching. The frequency of drawing-based learning was positively correlated with anatomy scores (P<0.05). Students generally agreed that drawing method enhanced knowledge comprehension, learning interest, long-term memory, innovation ability, critical thinking, and humanistic qualities. However, students with weaker drawing skills perceived drawing method as potentially increasing learning burdens and being less efficient, but this perception significantly decreased with increased drawing frequency (P<0.05).    Conclusion Drawing methods are widely used in medical courses and effectively improve learning outcomes and comprehensive competencies. Drawing proficiency and frequency are key factors influencing students’acceptance and learning effectiveness. Future efforts should focus on promoting drawing method, strengthening students’ drawing skills, and optimizing learning processes to deepen the integration of aesthetic education in medical training.