Medical statistics is one of the core courses for cultivating scientific research capabilities among medical graduate students. To improve the learning outcomes of the medical statistics course for master of medicine students, a teaching method integrating module consolidation with literature reading was designed. Specifically, the course content was consolidated into three modules: quantitative data analysis, qualitative data analysis, and survival data analysis. For each module, core academic journal articles were selected and systematically analyzed following five consecutive steps: distinguishing data types, statistical description, parameter estimation, univariate analysis, and multivariate regression analysis. Classroom teaching employed a combination of guided questioning, discussion, computational exercises, and teacher demonstration, aiming to systematically cultivate students′ practical abilities in selecting statistical methods, and expressing and interpreting results. This was supplemented by post-class literature reading and targeted exercises to reinforce knowledge transfer and research application. This teaching approach was implemented from September to October 2024 with medical postgraduates from two classes at North Sichuan Medical College. Its effectiveness was evaluated using pre- and post-course questionnaires, with data analyzed by paired t-tests. Among the 390 participating postgraduates surveyed, 350 (89.7%) initially found the course content difficult to master. Regarding self-assessed proficiency in statistical methods, the post-course score (42.3±6.4) was higher than the pre-course score (29.0±5.7), P<0.001. Furthermore, 249 (63.8%), 337 (86.4%), 323 (82.8%), 314 (80.5%), and 286 (73.3%) students believed this method helped improve their abilities in distinguishing study design types, correctly selecting statistical methods, properly expressing statistical results, accurately interpreting statistical findings, and understanding the principles or concepts behind statistical methods, respectively. In terms of satisfaction, 367 (94.1%) and 347 (89.0%) students were satisfied with the teaching method and the overall course, respectively. The teaching practice results demonstrate that the module-integrated, literature-based teaching approach contributes to enhancing the learning outcomes of medical postgraduates in the Medical Statistics course.