Introduction.—Patient therapeutic education (PTE) has developed very rapidly over the past decade. It is now included in the Public Health Code. Defining the competencies of PTE practitioners is central to the development of training programs in this field, which raises the question of competency frameworks. This issue is the subject of a substantial body of literature that is difficult to grasp. The objective of this study is to present an analysis of this international literature. Method.- The literature review was conducted using keywords related to therapeutic education and competencies in French and English across various databases and search engines (BDSP, Medline, Wholis, Sciencedirect, Google). Results.—A total of 50 documents were selected, of which 41 focus on TCE competency frameworks and competencies: 16 documents address competency frameworks or lists of competencies for TCE healthcare providers, 17 documents on competency frameworks for patients in TCE (skills to be acquired by patients), six documents on competency frameworks for specific diseases, and two documents on TCE competencies across various healthcare professions. Analysis of these documents reveals competency matrices, a variety of formats (ranging from a single sheet to documents of up to a hundred pages), and a very wide range in the number of competencies (from five to 239). Several documents suggest potential applications in training stakeholders and highlight various common elements among them. Conclusion.—This study identifies a significant number of documents on ETP competencies: while they reveal a certain heterogeneity in content and format, they also allow certain common elements to emerge. This work also opens up numerous avenues for reflection, particularly regarding the use of these frameworks from a professional education perspective. Source: poster cited in the "Revue d'épidémiologie et de santé publique" in Supplement 4, Issue 61.