The integration of generative artificial intelligence into medical education has become a descriptor and driver of current paradigm shifts in medical pedagogy.At the same time,this convergence harbors risks of technical alterity and a crisis of the medical students' Subjectivity:embodied relationships with skill alienation ,accountability risks under algorithmic governance,data rationality domination through technological intentionality,and the erosion of humanistic values.reflection implies construction.It suggests reconstructing embodied cognition in human-technology collaborative educational models,cultivating students' literacy and governing algorithmic, converting data rationality to bodily rationality to revitalize humanistic values.