Objective: To develop a role-playing teaching method for oncologists under the multidisciplinary team (MDT) model and evaluate its effectiveness in enhancing oncologists’ professional competence, teamwork skills, and clinical decision-making abilities, providing practical references for the training of oncologists. Methods: A total of 70 oncologists undergoing training in the Department of Oncology at the hospital from September 2024 to September 2025 were selected as the study subjects. They were randomly divided into an observation group and a control group, with 35 cases in each group, using a random number table method. The control group adopted the traditional teaching model, while the observation group implemented the MDT role-playing teaching method in addition to traditional teaching. The professional competence in oncology, healthcare teamwork skills, and clinical decision-making abilities of the oncologists in both groups were assessed. Additionally, data on teaching satisfaction among the oncologists and patient satisfaction with diagnosis and treatment were collected from both groups. Results: After the training, the total score and scores in each dimension of the observation group were significantly higher than those of the control group, and the scores of the observation group after training were significantly higher than those before training (all P < 0.001). The scores in each dimension of the observation group were significantly higher than those of the control group, and the scores of the observation group after training were significantly higher than those before training (all P < 0.001). The scores in each dimension of the observation group were significantly higher than those of the control group, and the scores of the observation group after training were significantly higher than those before training (all P < 0.001). The teaching satisfaction rate in the observation group was 97.14% (34/35), significantly higher than the 77.14% (27/35) in the control group (?² = 4.590, P = 0.032 < 0.05). The patient satisfaction rate with diagnosis and treatment in the observation group was 94.86% (166/175), significantly higher than the 81.71% (143/175) in the control group (?² = 14.614, P < 0.001). Conclusion: The role-playing teaching method under the MDT model can effectively enhance the professional competence, team collaboration ability, and clinical decision-making ability of oncologists, improve teaching satisfaction and patient satisfaction with diagnosis and treatment, and is suitable for promotion and application in the training of oncologists.