This memory presents the organisation of an urology course for second-year medical students at the Antilles’ Faculty of Medicine. The aim is to create a course adapted to the clinical reality, with the active participation of students. Method: We have decided to teach “pathologically oriented” semmiology. The model of “contextualised” teaching where students will be placed in a position of actor will be the model followed. Results: The operational objectives given to students are: search for clinical signs characteristic of a pathology to know the urological sermiology specific to each syndrome. The student must be able to: to conduct clinical reasoning, that is to say, first to mobilise relevant mental representations, then to set out the theoretical concepts which support its clinical reasoning. The organisation will be structured around guided lessons. The evaluation will be carried out in the form of clinical cases with editorial answers and MCQ. Using the advantages of computing by integrating digital media or using a dummy for simulation seems to be modern ways to help improve the quality of teaching. This teaching project is not new in its design, but it has the merit of having been initiated with limited human resources but with effective IT support within a medical faculty which has not had medical students for less than 10 years.