The integration of generative artificial intelligence into contemporary medical education has become both a descriptive and actionable paradigm shift within the field. Yet，this integration also carries inherent risks of technical alterity and a crisis of medical students’subjectivity，including the alienation of skills，within embodied relationships，account ability risks under algorithmic governance，the domination of data rationality through technological intentionality，coupled with the alienation of humanistic values from the subject. Critical reflection on technology implies a symbiotic co - construction that reconstructs the embodied cognition in human - technology collaborative educational models. It is necessary to cultivate students’ algorithmic literacy and governance，returning from technological rationality to bodily rationality to reshape humanistic values among medical students.