Under the dual strategies of “Healthy China 2030” and “Digital China,” professionals in health service and management are expected to possess both traditional medical competencies and digital and intelligent healthcare literacy. To address the gap between the “Health Service and Management Skills” laboratory course and job competency, the reform of this experimental course is undertaken, aiming to establish a “new ecology of digital and intelligent experimental teaching” that cultivates talents with new quality health service capabilities. Four core competency development goals are defined: data literacy and intelligent decision-making; application of intelligent tools and human–machine collaboration; personalized and precise service design; and digital communication skills. Teaching measures include VR-based virtual simulation for pre-class preparation, AI and big data platform–driven data prediction, and interactive intelligent courseware that provides personalized feedback and learning plans. Supported by real-world health management project practice, the reform also integrates innovation competition, diversified assessment methods, and the cultivation of humanistic qualities. Students’ subjective initiative was stimulated, and their job competency in adapting to “new quality health service capabilities” was significantly enhanced. This study explored the cultivation pathways for future professionals in the health service industry, providing valuable insights for similar course reforms, and established a replicable model of teaching innovation applicable to majors such as elderly Health Service and Management and digital healthcare.