Patrick Willemot

Title: 
Assistant Professor, Division of General Internal Medicine
Patrick Willemot
Location: 
MUHC, Royal Victoria Hospital
Division: 
General Internal Medicine
Biography: 

Dr Patrick Willemot received his MDCM degree from McGill University, where he also completed training in Internal Medicine and subspecialty training in General Internal Medicine.  He completed fellowship training in transthoracic echocardiography as well as educational certification through the McGill Teaching Scholars Program.

He is currently the MUHC GIM site director at the MUHC-MNH and is clinically active at throughout all adult sites.

Dr Willemot is Médecin conseil to the Régie régionale de santé et services sociaux du Nunavik, responsible for Postes en réseau obligatoire ententes and for specialist recruitment.  He provided regular clinical consultative services to the Centre de santé Tulattavik de l’Ungava (Kuujjuaq) from 2006-2021 and to the Chisasibi Hospital from 2014-2021.  He also provides clinical consultative care at the Tehsakotitsén:tha Kateri Memorial Hospital Centre since 2023.

Dr Willemot has held roles as McGill Program Director for General Internal Medicine (2015-2023), as PGME Assistant Dean, Admissions, Equity and Enrolment (2024-2025).  He is now Equity, Diversity, Social Accountability and Anti-Racism Theme lead for the McGill School of Medicine (UGME and PGME) since 2026.

He is vice-chair of the Royal College of Physicians and Surgeons of Canada specialty committee in General Internal Medicine. He is also vice-president of the Association des spécialistes en médecine interne du Québec, having been involved on the ASMIQ Conseil d’administration since 2015.

He has been recognized by the MUHC Department of Medicine for his teaching and clinical work by the W. H. Philip Hill award (Outstanding Clinician-Teacher) in 2018, and the Outreach award in 2015 (work with the Ungava Bay Inuit and the James Bay Cree).

His interests center around embracing the full spectrum of General Internal Medicine clinical practice, leadership in equity, diversity, inclusivity, accessibility, anti-oppression, and anti-colonialism initiatives, as well as educational assessment and educational standard setting.

Selected publications: 
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