This study aimed to deeply analyze the specific synergistic mechanisms through which clinical medical resources are systematically "embedded" into the mental health work system within the context of medical universities, and to evaluate their impact on the clinical efficacy of crisis intervention, thereby clarifying the unique value and operational boundaries of medical education resources in psychological work. A mixed-methods research design was adopted, focusing on the "Medical-Educational Collaboration" psychological crisis intervention closed-loop at Wenzhou Medical University. First, through policy text analysis and process tracing, the operational processes and role interactions of three core mechanisms—"Green Channel," "Dual-File Management," and "Three-Level Follow-up"—were deeply analyzed. Second, via a retrospective cohort analysis, differences in key indicators such as Mean Intervention Response Time (MIRT), clinical compliance, and crisis recurrence rate were compared between 87 cases of international students with moderate-to-severe psychological crises handled after the establishment of the collaborative mechanism (intervention group, January 2023-December 2025) and 45 cases handled via previous routine procedures (historical control group). Finally, semi-structured interviews were conducted with participating medical staff, counselors, and recovered students to explore the collaborative experience and key success factors. Mechanism analysis showed that "Medical-Educational Collaboration" achieved deep "integration" of personnel, information, and responsibility through institutional "embedding." Efficacy evaluation indicated that the MIRT of the intervention group was significantly shortened from 7.5 days to 2.3 days; due to smoother referral and faster establishment of doctor-patient trust, their clinical treatment compliance reached 91.8%, significantly higher than the control group's 73.3%; within six months post-discharge, the crisis recurrence rate of the intervention group was only 5.7%, far lower than the control group's 22.2%. Qualitative interviews revealed the synergistic logic of mutual enhancement between "pre-positioned trust in the educational system" and "professional authority of the medical system." The conclusion indicates that deeply and structurally integrating top-tier clinical psychiatric resources into the educational management system can greatly enhance the timeliness, professionalism, and continuity of psychological crisis intervention, significantly improving clinical prognosis. This constitutes the core feature and professional barrier of mental health work in medical universities. Its "institutional integration" model provides a key exemplar for constructing an efficient and scientific campus psychological safety network.