Background  Robust patient partnership in health research involves patient partners in all stages of the research cycle from initial study design to final knowledge dissemination. Training programs to augment lived experience expertise with research skills can support patient research partners to work on health research projects in meaningful ways. The objective of this study is to assess the impact of a year-long qualitative health research training program (the Patient and Community Engagement Research (PaCER) program) for patient and community research partners on one approach to knowledge dissemination, namely scientific manuscript co-authorship.  Methods  A list of graduates from a one-year training program was gathered from publicly available documents. Google Scholar was reviewed to identify publications co-authored by each of the graduates. Various bibliometric indicators were collected for analysis.  Results  188 graduates of the PaCER program between 2013 and 2024 were identified. Using Google Scholar to identify graduate publications through a retrospective database review, 273 unique peer-reviewed publications were identified, and bibliometric data were extracted, including citation count, article views, and co-authorship information. Descriptive analysis of these statistics reveal that graduates of the PaCER program are frequent co-authors of scientific manuscripts, with at least 75 (40%) of the graduates co-authoring at least one manuscript, and 11 (6%) co-authoring more than 10. These papers are frequently cited (6300+ times) and accessed (more than 550,000 downloads). Co-authorship is generally with senior authors located in Canada, though PaCER graduates have published with many international co-authors, and with many teams beyond their initial PaCER projects.  Conclusions  By providing training to patients and community members on qualitative health research methods, the one-year PaCER program, appears to provide a successful launching pad for successful research careers for learners inside and outside traditional academic research spaces.