This study explores the current status of digital literacy among Chinese medical undergraduates and examines its variation across gender, academic year, and major. Using a quantitative approach, data were collected from 318 students at four medical universities in Guangxi, focusing on three dimensions of digital literacy: experimental learning, searching, and underpinning. Results revealed a high level of digital literacy overall, with no significant differences by gender or academic year, but notable differences across majors—particularly higher proficiency among medical imaging technology students. These findings highlight the role of structured, technology-intensive curricula in shaping students’ digital competencies and suggest that medical education provides equitable digital exposure across demographics.