With the increasing number of students from the "Belt and Road" countries to receive medical education in China, the phenomenon of Chinese and international medical students receiving medical practice training in the same classroom has gradually increased. At present, the differences between Chinese and international students in training objectives, humanistic and social backgrounds, language expression logic, and other aspects have led to poor practical teaching effectiveness and low student satisfaction. In recent years, the classroom teaching model based on cognitive load theory has achieved good teaching results in the field of medical education. The paper applies this theory to the scenario-based simulation class for Chinese and international students, providing a strong reference for optimizing and improving the classroom teaching mode for medical international students in China.