Objective: To investigate the effectiveness of the multidisciplinary team (MDT) clinical teaching model in screening for sarcopenia and nutrition intervention education among the elderly. Methods: Sixty undergraduate medical students undergoing clinical internships in the geriatrics department of a hospital from June 2024 to May 2025 were randomly assigned to a control group (n=30) and an observation group (n=30) using a random number table. The control group received conventional bedside teaching, while the observation group underwent MDT-based teaching. Post-internship assessments compared both groups on theoretical knowledge, clinical practice skills, and clinical reasoning. Results: The observation group achieved significantly higher scores than the control group in both basic theoretical knowledge (83.40 ± 10.03 vs. 72.24 ± 11.64, P < 0.05) and clinical practice assessment (89.81 ± 5.87 vs. 76.73 ± 6.48, P < 0.05). 2. Scores for the observation group in “comprehensiveness of problem analysis”, “accuracy of evidence-based decision-making”, “multidisciplinary integration ability”, and “risk prediction and complication management ability” were (20.58 ± 1.87), (22.44 ± 1.18), (22.28 ± 1.53), and (23.21 ± 1.46) points, respectively, all significantly higher than the control group’s (18.83 ± 1.95), (20.21 ± 1.36), (19.56 ± 1.74), and (21.02 ± 1.37) points, respectively, with statistically significant differences (P < 0.05). Conclusion: The application of the MDT clinical teaching model in screening for sarcopenia and nutrition intervention education among the elderly demonstrated significant efficacy, effectively enhancing students’ understanding of sarcopenia-related knowledge and comprehensive diagnostic and therapeutic capabilities.