Facing the new trend of synergistic development between "humanistic care" and "digital intelligence" in medical education, general education needs to shift from a peripheral supporting role to a core educational paradigm. This paper, based on the theory of educational ecology, analyzes the intrinsic logic of medical general education at the levels of values, technology, and systems. The study finds that current issues such as the "curricular modularization paradox" and "teaching collaboration failure" stem from the dysfunction of the three integrative functions—"cognition, practice, and institutions"—within the system. To address these challenges, this paper constructs a tripartite integration mechanism of "values, technology, and institutions" and proposes an integrated curriculum model centered on "medical and intelligent social issues." It also explores new teaching pathways that blend virtual and physical elements, alongside collaborative institutional safeguards, aiming to provide references for the reform of medical general education in the era of digital intelligence.