And not all Psyd programs are the same, so people should keep an open mind about that too. For instance, Rutgers is certainly a Tier 1 university and has a Psyd program. Baylor certainly has a very good match rate.
I think the reason the Psyd was created was to address unhappiness with the Phd training model in many clinical psych programs at the time. Many students complained they had to pretend to want to be researchers in order to get into a program when in fact they were primarily practice-minded. The thought of the early Vail Model framers was to provide an alternative that was closer to the model of medical school. Unfortunately, the boom in professional schools since the Psyd was created has in some cases watered down the rigor of the training. I still very much believe in the Vail Model; I just think it needs to be done better and regulated more strenuously.
I agree with psychmama on this as well. PsyD programs should be better regulated. But, everyone needs to stop making a generalizations about individuals based on their "type of degree."
In my humble opinion, I liken this issue to an interaction effect: Competence results from an interaction between "person" and "program."
First, we all have different strengths and weeknesses. People have different innate talents and aptitudes for both clinical work and research. Some have more social or emotional intelligence than others. Some are just flat out gifted at whatever they seem to do. Simply put, INDIVIDUAL DIFFERENCES EXIST. Doesn't are field emphasize this quite frequently.
Second, we need to consider the "program" the person attendz. What training model does the program emphasize? What theoretical orientation do its faculty adopt? How rigourous are the courses, clinical practica, and reseach reqiurements? Who is supervising the students, be it in research or clinical practice? What is the quality of that supervision?
These issues are program specific, not DEGREE specific. All Ph.D. programs are not created equal, nor are PsyD programs. Students can be poorly supervised or trained just about anywhere. Similarly, students can receive magnificent training just about anywhere. The devil is in the details of their experience and how they made use of it.
I will not deny that the status of an institution increases the likliehood that training will be good, but it does not ensure it. This even more true of degrees. People can get PhD's on-line now. MA level clinicians are not even regulated by the APA.
While I admit that poorly run professional schools are serious issue, it is not the DEGREE that is the problem. Nor is it the Philosophy behind it. It is the poor implentation of that philosophy at certain programs. But even then and there, highly intelligent people can always be trained under less than optimal circumstances.