Abstract: Objective To explore the teaching methods and effects on learning outcome of pediatrics in traditional Chinese medicine for international undergraduates. Methods Forty Thai undergraduate students enrolled in 2014 of Shanghai University of Traditional Chinese Medicine were selected as teaching objects to carry out the teaching practice of “scarlet fever” in the five-hour course about pediatrics of traditional Chinese medicine. They were guided to complete the mind mapping of relevant knowledge points alone in the learning process and form a thematic learning mode under the guidance of mind mapping. Results Teachers use mind mapping as the leading tool to assist international undergraduates in building their knowledge framework. Although the expression and level of mind maps drawn through personal understanding will vary with students' abilities, compared with traditional theoretical teaching methods, image and interesting information of mind maps is more attractive to students, and helps to enhance students' memory and knowledge framework. Conclusions By using mind mapping method, the enthusiasm of overseas students in cross-cultural learning of TCM has been enhanced, the knowledge framework of TCM pediatrics has been consolidated, and the thinking ability of overseas students in China has been developed.

Key words: Mind mapping, Teaching model, Teaching feedback, Scarlet fever