Anderson (2011) suggests that a dual learning style plays an important role in skill development. Using learning styles allows the student to understand how they work best and what their preferred learning style is. Although learning styles theories have been widely criticized by many, there are many educational psychologists who believe that there is little evidence for the effectiveness of most learning styles models. According to Greenfield (2007) the practice is “nonsense” from the point of view of neuroscientists. Furthermore, Henry (2007) believes that “human beings have evolved to construct a picture of the world through our senses working in unison, taking advantage of the immense interconnectivity that exists in the brain” (Henry, 2007). The basis of being a good mentor is building a good working relationship with the student (Walsh, 2014). The student-mentor relationship is critical for students to learn during internship (Wilkes, 2006). All mentors when working with students must have effective professional and interprofessional working relationships that will enable and enhance learning supports for students. Part of the skills required to maintain relationships with students and the multi-professional team include; be organized, set priorities, provide ongoing support and constructive feedback, and be able to collaborate with others