性別是健康與疾病的決定性因素。性別敏感度的訓練，讓健康照護專業人員， 擁有辨識性別差異的健康風險，具有付諸行動、消弭健康不平等的能力。因此， 融合性別教育與醫學教育，是醫學大學培養健康照護專業人才重要訓練。 本研究運用大數據分析的概念，以中部某醫學大學101至103學年度的全校 性、多年度、多變項的性別課程資料，清匯全校6個學期、78門性別課程、6844 選課人次之學生基本資料檔、開課資料檔、課程成績資料檔，建立本研究之學生 學習資料集。透過多年度資料驗證發現，課程類型、教師性別、入學管道、入學 資格與戶籍區域，對於學生選課行為及學習成效具有性別差異的影響。

Gender is an essential determinant of health and illness. Consequently, courses relating to gender sensibility empower health care professionals to identify health risks based on gender differences thereby helping in the decision-making and policy practice processes aimed at eliminating gender-based health inequality. Integrating gender education into medical education is an important training process to foster gender-related knowledge and awareness in health care professionals. We applied ideas related to Big Data and Learning Analytics to analyze a medical university gender education courses’ data in this study. For this, we combined data derived from six semesters; 78 courses; 6,844 students’ base, course, and instructor files; and score files to construct our research dataset. The objective of this study is to investigate the factors that influence students’ course-choosing behaviors and learning achievements in gender education courses. The analysis revealed the following as significant factors that influence students’ course-choosing behaviors and learning achievements: course type, teacher’s gender, entrance channel, student status, and registered residence. In terms of student course-choosing behavior, the number of female students is higher than that of males. For six semesters, all course types (theory/communication), teacher’s gender, entrance channel (entrance examination/application enrollment) have a statistically significant level. Communication-type courses and male teachers are more attractive to male students. Female students applying for admission using the individual applicant and school recommendation channels prefer to choose gender courses more than that of their counterparts, coming through joint college entrance examination. In terms of learning achievements, female students have a better study performance than that of males and have achieved statistically significant levels in all the six semesters. In sum, factors such as course type, teacher’s gender, entrance channel, general students, and registered residence (districts of middle, north, and south in Taiwan) have a significant impact on the effectiveness of learning achievements for medical students’ gender education.