【Abstract】 Objective To explore the effectiveness of combining case-based Learning (CBL) with the multi-disciplinary team (MDT) model in clinical teaching for thyroid tumors and analyze its impact on students’ theoretical know ledge and clinical skills development. Methods A total of 72 students (29 postgraduate students from the 2023 cohort and 43 undergraduate students from the 2021 cohort) studying in the Department of Oncology and Department of Thyroid Surgery of the First Affiliated Hospital of Zhenzhou University from September 2024 to November 2024 were selected as study subjects. They were randomly divided into an observation group and a control group, with 36 students in each group. The observation group adopted the CBL + MDT teaching model, while the control group followed the traditional teaching model. The differences in assessment scores, teaching satisfaction, and learning interest between the two groups were compared. Results The theoretical knowledge assessment scores of the observation group (92.31 ± 4.12) were significantly higher than those of the control group (84.76 ± 5.25), and their practical skills scores (45.62 ± 3.15) were also superior to those of the control group (38.93 ± 3.78) (P ＜ 0.05). Additionally, the observation group outperformed the control group in teaching satisfaction and learning interest scores (P ＜ 0.05). Conclusion The combination of casebased learning with the MDT model effectively improves the quality of clinical teaching for thyroid tumors, enhancing students’ learning interest and practical skills.