In response to the emerging trend of coordinated development of humanistic care and digital intelligence in medical education, general education needs to shift from a peripheral supporting role to a core educational paradigm. Based on the educational ecology theory, this paper analyzes the internal logic of medical general education at the levels of value, technology, and institutions. The study finds that current issues, such as the paradox of curricular modularization and the failure of teaching collaboration, originate from the dysfunction of the three integrative functions within the system, namely cognition, practice, and institutions. Accordingly, this paper constructs a tripartite integration mechanism of values, technology, and institutions and proposes an integrated curriculum model centered on medical issues in intelligent societies. It further explores new teaching pathways that blend virtual and physical elements, with collaborative institutional safeguards, aiming to provide references for reforming medical general education in the era of digital intelligence.