Cancer Risk in Individuals with Type 2 Diabetes and the Collaborative Development of the Living a Strong Life Curriculum

1. The two aims of the collaborative development of the Living a Strong Life Curriculum are: to determine key components of cancer prevention and Type 2 Diabetes (T2DM) education and programming used by the local health programs; and to assess the feasibility, acceptability, and knowledge gained by those with T2DM who participate in the health education intervention.

a) True
b) False

2. Insulin resistance, inflammation, and high blood sugar from T2DM are associated with an increased for multiple chronic diseases, including multiple types of cancer.

a) True
b) False

3. The overarching goal of the Living a Strong Life Curriculum is to reduce cancer risk among individuals living with type 2 diabetes or pre-diabetes on the Hopi Reservation.

a) True
b) False

4. The following have influenced the change in food environment and lifestyles of the Native American population:

a) Erosion of traditional ways of life and community structure
b) Drastic shift from wild food environments to built ones
c) Government food rations and supplemental food programs
d) Food insecurity
e) All of the above

5. Health educators were trained on how to deliver the Living a Strong Life Curriculum and were the ones primarily responsible for facilitating classes.

a) True
b) False

6. The following is/are objective(s) of the Living a Strong Life Curriculum:

a) To increase knowledge about diabetes, cancer, chronic diseases, and risk factors among participants
b) To promote healthy lifestyle behaviors that aid in blood glucose and diabetes management, and cancer prevention
c) To help participants meet cancer screening and vaccination recommendations
d) To direct the participants to relevant resources
e) All of the above

7. The collaborative design process of the Living a Strong Life Curriculum could aid in the development and implementation of other health promotion efforts in Indigenous communities.

a) True
b) False

8. The following are modules in the Living a Strong Life Curriculum:

a) Chronic Disease
b) Prevention and Control
c) Planning Healthy Diabetes Meals
d) All of the above

9. All participants of the Living a Strong Life Program showed a statistically significant increase in knowledge after completing the curriculum.

a) True
b) False