Objective: To investigate the effectiveness of standardized patient scenario simulation teaching in geriatric medicine clinical education and provide references for improving teaching methods in geriatrics. Methods: Sixty-five clinical physicians from other departments who rotated into the Geriatric Medicine Department for training between August 2024 and July 2025 were randomly divided into a control group (n = 32) and an observation group (n = 33). The control group received traditional centralized theoretical lectures combined with instructor-led clinical mentoring, while the observation group underwent standardized patient scenario simulation training. The two groups were compared on post-rotation examination scores and teaching satisfaction metrics. Results: The observation group achieved significantly higher post-rotation examination scores (88.37 ± 3.04) than the control group (80.17 ± 3.29) (p < 0.01). Teaching satisfaction surveys revealed that trainees in the observation group demonstrated significantly higher satisfaction than the control group (p < 0.05) regarding the teaching method’s effectiveness in enhancing learning interest, independent learning ability, comprehensive clinical problem-solving skills, patient communication skills, teamwork capabilities, and research conceptualization abilities. Conclusion: Standardized patient scenario simulation teaching effectively improves clinical teaching quality in geriatric medicine, enhances trainees’ comprehensive clinical competencies, and holds value for broader application.