This study addresses the contradiction between the surge in medical graduates and employment challenges faced by medical schools, focusing on issues such as regional preference bias in medical students’ employment and excessive postgraduate entrance exam preparation. It explores the correlation with insufficient career planning counseling, aiming to establish a scientific evaluation system for career planning courses. The research employs the Delphi method and AHP hierarchical analysis to determine evaluation indicator weights. By integrating fuzzy mathematics theory and grey relational analysis, a five level evaluation model is constructed, comprising 26 secondary indicators under five primary categories including “course mechanism and philosophy” and “faculty development.” A fivelevel satisfaction rating system from “very satisfied” to “unsatisfied” is established. Using 306 students from Xi’ an Medical College as a sample, empirical research demonstrates that course satisfaction at the institution is “moderately satisfactory” through fuzzy comprehensive evaluation. Analysis reveals systemic weaknesses in course design, insufficient class hours, lack of medical industry role model materials, and deviations in curriculum design concepts. Based on these findings, optimization strategies are proposed: merging textbooks, increasing class hours to 36 (distributed across three academic years), and supplementing role model materials by specialty. These recommendations provide references for medical schools to enhance career planning course quality and facilitate rational employment of medical students.