Objective: To investigate the impact of MDT-oriented CBL model on teaching for cardiac nursing interns. Methods: A convenience sampling study was conducted with 100 cardiac nursing interns from September 2023 to June 2024 as subjects. The cohort was divided into two groups: 50 interns (control group, traditional teaching method) from September 2023 to January 2024, and 50 interns (experimental group, MDT-oriented CBL model) from February 2024 to June 2024. Comparative analyses were performed on theoretical assessments, practical skill evaluations, and teaching satisfaction. Results: The experimental group demonstrated higher scores in both theoretical and practical knowledge assessments (p < 0.05) compared to the control group. The experimental group also scored higher in all skill assessment categories (communication, teamwork, emergency response, medical history acquisition, organizational skills, humanistic care, and clinical competence) (p < 0.05). Satisfaction ratings for teaching objectives, content, methods, process, and outcomes were significantly higher in the experimental group (p < 0.05). Conclusion: Implementing the MDT-oriented CBL model in cardiac nursing education significantly improves interns’ theoretical and practical knowledge assessment scores, enhances nursing skills, and increases teaching satisfaction. This teaching model demonstrates significant potential for widespread application.