具性別敏感度的健康專業人員，有助於公平友善之照護環境。本研究基於大數據學習分析概念，以某醫學大學全校性別教育課程為例，進行共6,844選課人次之多年度（6學期）、多課程（78門）、多變項（9變項）性別教育學習資料集之雙變項、多元線性迴歸及多元邏輯迴歸分析。研究發現，在入學管道、學生身分（性別、入學身分、戶籍區域、年級）、學科領域（學院）與課程設計（課程類型、課程屬性）變項下，性別教育學習成效具差異性。原住民、東部、四年級生，性別課程學習成效較差。多元線性迴歸分析顯示，女生受課程屬性及入學身分，男生因年級及課程類型影響其學習成效。以多元邏輯迴歸分析，控制其他變項影響，女生較男生具有高學習成效勝算比；入學管道、入學身分、年級、學科領域（學院）、課程類型、教師性別與課程屬性都是女生高學習成效的影響變項；男生高學習成效影響變項為學科領域（學院）、課程屬性與課程類型。研究發現，以女生為分析對象，一般生高學習成效勝算比是原住民學生的2.83倍，外籍生高學習成效勝算比亦高於原住民學生甚多。原住民女生性別教育課程低學習成效現象，值得後續研究從多元文化角度，納入種族、社會階級、社經地位多面向因素深入探討，融入課程設計，發揮個人優勢。

Imparting healthcare professionals with knowledge about gender promotes a healthy and friendly healthcare environment. Thus, in medical education, cultivating a high degree of gender sensitivity among healthcare professionals is crucial. Therefore, this study investigated the factors that infl uence students’ learning achievements and performance in gender-related courses. We applied big data and learning analytics methods to analyze data regarding gender education courses at a medical university. We compiled data derived from 6,844 student fi les for 78 courses over six semesters to construct our research dataset. The results of the study demonstrated that the factors that infl uence students’ learning achievements are entrance channel, gender, student status, registered residence, age, school, course type, and compulsory courses. Furthermore, the multiple linear regression analysis model results indicated that signifi cant factors that infl uence female students’ learning achievements are student status and compulsory courses, and those that influence male students are age and course type. Moreover, students’ learning performance with respect to the optimal cut-off point in a receiver operating characteristic curve was analyzed through the use of multiple logistic regression analysis models. The results of this analysis revealed that female students have higher odds ratios of receiving high grades than do male students. For female students receiving high grades, the signifi cant infl uencing factors are entrance channel, student status, age, school, course type, teacher’s gender, and compulsory courses. For male students who earn high grades, the signifi cant infl uencing factors are school, course type, and compulsory courses. The fi ndings also indicated that aboriginal female students exhibited a relatively low level of learning achievement. To understand the infl uence of multiculturalism, future research should account for the factors of ethnicity, social class, and socio-economic status in curriculum design, and the results of such study could potentially be used to empower students.