Abstract. Although Turkey affirms the right to health regardless of citizenship status, as defined by the Declaration of Human Rights, there are gaps in the legislation and administration regarding the conditions for which an individual must fulfill as a Syrian refugee to access healthcare in Turkey ( Mardin, 2017 ). One of the greatest healthcare access barriers is not gaining status under the temporary protection regulation (TPR) as a Syrian refugee ( Mardin, 2017 ). Even after gaining status under the TPR, individuals are bound to the city in which they have registered and are designated, outside of which they are ineligible for healthcare ( Mardin, 2017 ). This limits the autonomy of the individual when making appropriate resettlement decisions within Turkey. This process also poses an additional burden on healthcare professionals to act as healthcare access “gatekeeper” ( Mardin, 2017 ). This policy brief seeks to outline both the challenges Syrian refugees face in accessing quality healthcare in Turkey and provide reformation suggestions to allow for a more streamlined approach. Furthermore, suggestions are made with consideration of lessening the burden of Turkey’s healthcare system as the host country.

Background Many universities in Canada offer experiential education (EE) opportunities for students that are both field-based and on-campus. Despite a commitment to EE, there is a paucity of information about various stakeholder perspectives of EE and the equity implications of the different approaches to EE. Furthermore, it is unclear how EE programs at universities changed in response to the COVID-19 pandemic and related restrictions. Purpose This study aims to explore stakeholder perspectives of EE experiences and understand the shifts to EE, perhaps towards more equitable and accessible EE opportunities, prompted by the COVID-19 pandemic. Methodology/Approach We used an exploratory case study approach involving a survey with university students, interviews with university instructors and community organizations, and a document review, to understand stakeholder perspectives and shifts to EE due to COVID-19. Findings/Conclusions Findings suggest that there are consistent benefits of EE, and barriers to EE, across student, instructor, and organization perspectives, where learning from changes prompted by the pandemic could be beneficial to increase equity in EE. Implications We recommend that instructors and institutions continue to work in partnership with students and community organizations to build virtual, on-campus, and local field-based EE (FBEE) opportunities that aim to increase equitable access and impact.