Abstract: To effectively connect and mutually support theoretical and experimental teaching in the context of reduced experimental class hours, this study explores embedding experimental skill extension into the experimental teaching process and investigates its teaching design and practical effectiveness in medical physics experiments. A total of 126 students from the 2023 cohort of the Medical Imaging major were selected as the research subjects, with experimental skill extension embedded into the experimental teaching through reasonable teaching design, and this teaching model was applied throughout the entire experimental teaching process. A total of 119 students from the 2022 cohort of the Medical Imaging major were selected as the control group, who received the traditional teaching model in medical physics experiments. There were no statistically significant differences in age or gender between the two groups (P > 0.05). Practical results demonstrate that this teaching method cultivates students’ scientific literacy in observation and synthesis during experiments, deepens their understanding and mastery of experimental principles and conclusions, and enhances their ability to apply theory to practice.