Objective To investigate the application of scenario simulation in emergency skills teaching of clinical skills courses for clinical medicine students. Methods The experimental-control method was adopted. From March to May 2021, 60 five-year program undergraduate students enrolled in 2017 majoring in clinical medicine from the Second Clinical Medical College of Wenzhou Medical University were selected as research subjects. A class of 29 people was randomly divided into an experimental group, and scenario simulation was adopted in the clinical skills course of emergency skills; another class of 31 people was set as the control group, and traditional teaching methods were used in the same course. Teaching effectiveness was evaluated through final emergency knowledge and skills exam scores of two groups of students, as well as the results of a questionnaire survey. T-test and Chi-squared Test were used to analyze the data. Results The emergency knowledge exam scores and skill exam scores of the experimental group students were higher than those of the control group [(85.75±4.41) vs.(82.04±6.13), (88.79±1.64) vs. (84.64±5.15)], and the differences were statistically significant (all P<0.05).The experimental group of students believed that scenario simulation had a higher proportion of benefits in improving learning initiative[86.2%(25/29) vs. 61.3%(19/31)], enhancing teamwork ability[69.0%(20/29) vs. 32.3%(10/31)], creating an active classroom atmosphere[89.7%(26/29) vs. 67.7%(21/31)], and overall satisfaction[96.6%(28/29) vs. 77.4%(24/31)] compared to the control group, and the differences were statistically significant (all P<0.05). Conclusions The situational simulation can help improve students' clinical skills courses exam scores, enhance their learning initiative and teamwork ability, liven up the classroom atmosphere, and enhance their overall satisfaction.