The faculty of medicine has focused on conducting training programs to improve teachers’ ability to provide feedback, but students still feel dissatisfied with feedback from teachers. Students think that they do not receive enough feed-back. Intuitively, students have a desire to know how well they are performing. Attention to the role of students in seeking feedback is still lacking. The purpose of this study is to analyze students, needs, tasks, and performance needed to develop a feedback-seeking intervention program for clinical medical students. This qualitative study was conducted using the phenomenology approach. Data was collected through focus group discussions with clinical students from six different medical faculties and interviews with faculty from each institution as a form of data triangulation. The data was transcribed verbatim and analyzed the-matically. The results of the thematic analysis from the focus group discussion and interviews obtained five themes. The program is to increase students’ activeness and confidence in seeking feedback. The program should be interactive, with sessions from senior students and carried out in small groups. The content is about the importance of feedback, how to find and receive feedback, and the challenges of seeking feedback. The implementation is carried out during pre-clinic, during rotation, and before rotation. Program evaluation is carried out at the end and integrated with clinical modules. Intervention programs for students must be routinely carried out by the faculty of medicine to increase student ac-tiveness in the feedback process.